轉型正義教育理念探析：不同利害關係人的詮釋和期待

Exploring the Concept of Transitional Justice Education: Interpretations and Expectations of Different Stakeholders

轉型正義是一個極為重要卻是具有高度社會爭議與政治敏感的教學議題。為了解並掌握轉型正義連結學校教育所面臨的挑戰與契機，本研究特別藉由系列焦點團體訪談，探析轉型正義教育不同利害關係人—公民社會行動者、官方政策推動者、學校教育實踐者，對於轉型正義教育理念的詮釋與期待。研究發現顯示：（一）社會對轉型正義的定位缺乏共識，再加上歷史記憶的差異及視為政治化的象徵，導致教學實踐上的困擾與挑戰；（二）對轉型正義教育推動價值的詮釋與期待，存在著學科差異，歷史教育重視歷史的多重敘事與批判意識的發展，而公民教育則強調當代民主價值與人權意識的培養；（三）推動轉型正義教育，在教學實踐層面需考量語言的使用及多元素材與教學方法的適切運用。根據研究發現，本文進行三方面討論：（一）理解不同歷史記憶，強化社會溝通，提供推動轉型正義教育必要的社會條件；（二）採取多元視角、責任承擔與多元管道實踐正義敏覺教學；（三）教師乃落實轉型正義教育的關鍵，需要跨科協作與專業支持。鑑此，本文最後針對轉型正義教育的推動，提出理論的啟示與實務的建議。

Transitional justice is an extremely important but highly socially controversial and politically sensitive topic in education. To understand and grasp the challenges and opportunities encountered in linking transitional justice to school education, this study deliberately explores the concept of transitional justice in education through a series of focus group interviews to understand the interpretations and expectations of different stakeholders, including civil society actors, policy advocates, and education practitioners.
The research findings show that: (1) the general public’s lack of social consensus on the positioning of transitional justice, coupled with differences in perceptions of historical memory and transitional justice as a politicized symbol, leads to difficulties and challenges in teaching practices; (2) there are different interpretations and expectations regarding the value of promoting transitional justice education. History education emphasizes multiple historical narratives and the development of critical consciousness, while civic education emphasizes the cultivation of contemporary democratic values and human rights awareness; (3) promoting transitional justice education requires consideration of language use, as well as the appropriate application of various materials and teaching methods in teaching practices.
Based on the research findings, this study mainly discusses the following three aspects: (1) understanding different historical memories, strengthening social communication to provide the necessary social conditions for promoting transitional justice education; (2) embracing multiple perspectives, taking responsibility, and utilizing various approaches to practice justice-sensitive pedagogy; (3) teachers are key to implementing transitional justice education, which requires interdisciplinary collaborations and professional supports. Finally, this study offers theoretical insights and practical suggestions for promoting transitional justice education.