Concentrating on the transitional preoccupation with mainstreaming human rights culture, the chapter contrasts human rights education as expressed in South Africa's post-1994 formal curriculum and as reflected in the informal educational activities of the national apartheid victims' organization, Khulumani Support Group. It suggests that Khulumani's educational activities draw on the example of apartheid-era struggles for alternative and inclusive education as articulated in the concept of 'People's Education,' arguing that these activities go further than the post-apartheid education system in supporting active citizenship and social transformation. The activities indicate that victims' groups like Khulumani are in a position to fill a gap in national transitional justice processes by highlighting and addressing structural injustices of the past and their legacies in the present.
The chapter was published in the open-access volume Transitional Justice and Education: Engaging Young People in Peacebuilding and Reconciliation (V&R 2018), edited by Clara Ramírez-Barat and Martina Schulze.
Jasmina Brankovic is a transitional justice researcher and practitioner. She is a Senior Researcher with the Centre for the Study of Violence and Reconciliation and the Associate Editor of the International Journal of Transitional Justice. With a focus on participatory methods, she conducts research on inequality and socioeconomic transformation, climate justice, gender in conflict, and civil society strategies for social change in transitional contexts.