‘Truth and Reconciliation’ as Risks

Abstract

This article aims to situate the fascinating and deeply controversial work of the Truth and Reconciliation Commission in South Africa within a theoretical context that may explain how its attempt to overcome the tensions between truth seeking and amnesty giving stumbled on its use of law to bring about reconciliation. It locates the root of the problem in the dual nature of the TRC as public confessional and legal tribunal, and underlying it the incongruent logic of law on the one hand and reconciliation on the other, the former requiring the reductions of risks, the latter requiring risk to be embraced.

‘For the future of the nation’: Citizenship, nation, and education in South Africa

“…Philosophers and democracy theorists often expect it will be possible and desirable to encourage protagonists to recognise the validity of identities and grievances on all sides of a conflict, so as to set the groundwork for a new polity, a new 'we' that can be the basis for a shared identity as citizens of the nation. When these theories are acted upon, there is often an assumption of community as the basis for a 'we' that by necessity underplays the visceral and ferocious distrust and fear of the 'other' (see Christodoulidis, 2000). Theorists imagine citizenship as intertwined with identity, legal status and a feeling of belonging and as a powerful tool in consolidating the polity and state through social practice and routine (see Osler and Starkey, 2005;Staeheli and Hammett, 2010).…”

Contesting the ‘Active’ in active citizenship: youth activism in Cape Town, South Africa

“…This is as true for countries where there might be 'clashes of culture and values' (as was said to be in the case in Britain and France in response to a perceived threat of Islamic radicalisation) as it is for countries where legal structures that divide residents are removed (such as post-apartheid South Africa) as it is in countries emerging from war through externally imposed 'peace' (such as Bosnia-Herzegovina). Regardless of the context, it seems there is often a felt need to teach or reinforce models of citizenship, particularly with regard to young people, and to affirm the common sense of peoplehood and purpose for a functioning -presumably democratic -government and society (Christodoulidis, 2000;Smith, 2003).…”

Transition and the Education of the New South African Citizen

“…Building such stories is challenging, particularly when the basis for commonality may be contested (Christodoulidis 2000). Historic and contemporary experiences frame education for citizenship, meaning that content and ideals must be meaningful and relevant so as to avoid cynicism and accusations of indoctrination (Roman 2003;Sears and Hughes 2006).…”