Transitional Justice and the Reform of History Education

Where does history education fit into transitional justice andhow can it contribute to the goals of transitional justice?The contemporary understanding of transitional justice has broadenedto encompass more than just prosecutions, reparations, preventingimpunity, and building rule of law. Transitional justice goalsnow extend to truth telling, restoring the dignity and preservingthe memory of victims, building peace, creating respect forhuman rights and democracy, and to reconciliation. Tools forachieving these goals now include truth commissions and commemorations.But this list has not until now included how the historicalnarrative of the group(s) involved in conflict must change asa part of transition; and education, while often invoked whenthe topic of ‘never again’ is raised, has been largelyabsent from the transitional justice discourse. Neither thelarger education system nor the teaching of history –both what is taught and how – has been considered by theinstitutions transitional justice has aimed to reform. Thisarticle considers why history education matters, what conditionscomplicate its reform and what recommendations can begin tobe offered with regard to the relationship between history educationand transitional justice.     

Parent-adolescent congruence for adolescent substance use

Parental reports of adolescent substance use were compared to the adolescents' self-reports using identical scales. Congruence was defined as exact agreement on whether adolescents were current users, ex-users, or never-users. Both parents were found to be less accurate in predicting their adolescents' alcohol use compared to cigarette or marijuana use. Single mothers were significantly less likely to be congruent than were mothers from two-parent households. Mother and father congruence on all substances was unrelated to the adolescent's sex, race, or after school employment. For both parents, congruence for adolescent marijuana use was significantly related to the age and GPA of the adolescent. Congruence may also reflect important properties of family functioning, as significant relations were found between both adolescent and parent ratings of family cohesion and parent-adolescent congruence on perceptions of marijuana use.This research was supported by Grant DA03706 from the National Institute of Drug Abuse (Hyman Hops, Principal Investigator).Jennifer Langhinrichsen is a doctoral candidate in psychology interested in adolescent and family interactions. The other authors are psychologists or data analysts working on family influences on substance use and mental health.     

European Integration and Citizens' Rights: A Comparative Perspective

The prospects for European Union citizenship are sometimes discountedby reference to homogeneity in the United States compared todiversity in the European Union. This article suggests thatthere may be more similarities between the two systems thanis sometimes supposed by many observers. Even though there areimportant differences, both systems have had to address similarquestions about how to combine the benefits of integration andthe protection of rights. In discussing the common and divergentfeatures, the author argues that comparison also reveals thepossibility that it is diversity, not homogeneity, that is necessaryto the protection of citizenship's rights.     

Reply to Lowe

The concept 'community' is underspecified in the political theory literature — it must have a more specific reference than just some collectivity or some network of social relations. But attempts to specify what is specific about the relation of community are unsatisfactory. And references to 'actual physical' communities overlook the symbolic and imagined aspects of community, which furthermore destabilise putative communities as much as they stabilise them. Analysis of social relations and networks, and theories of what patterns of relations are conducive to human flourishing should deploy more precise sociological categories.     

Perceptional inequality and preferential judgements: An empirical examination of distributional axioms

There are two categories of income distribution evaluations: first, the more-or-less “value-free” perception of income inequality as a statistical dispersion; and second, the valuation of income distributions according to an explicit social welfare function which is meant to capture all of society's value judgements. These societal value judgements can be expressed in the form of preferences. Whereas the inequality perception of income distributions appeals to an observer's sober judgement, the revelation of preferences with respect to specific income distributions appeals to his or her sentiments. This paper is an empirical analysis which investigates the juxtaposition of preferences with respect to income distributions and corresponding perceptions of distributional inequality. We do this through a questionnaire in which attitudes towards various distributional axioms are tested. The source of our data is 1773 completed questionnaires collected from five German universities. Based on our data, we observe that individuals' preference orderings over the set of income distributionssubstantially deviate from their perceptions of distributional inequality. In fact, our test responses showed that even when some income distribution is judged to be more unequal than another, that distribution might be preferred, as it accords higher incomes to each individual. We hold that the preference for these greater incomes expresses a compensation for the increased degree of inequality. This explanation applies both to equiproportional and to equal fixed-sum increases in incomes, which implies a support of Paretian ethics.     

Negative affect and hormone levels in young adolescents: Concurrent and predictive perspectives

The purpose of this study was to test hypotheses regarding (1) relations among negative affect and hormones of gonadal and adrenal origin in young adolescents, at three times of measurement, over a one-year period; and (2) stability of negative affect. The sample consisted of 10- to 14-year-old boys (N=56) and 9- to 14-year-old girls (N=52). The adolescents were assessed three times at 6-month intervals over one year. Serum levels of gonadotropins, gonadal steroids, adrenal androgens, and cortisol were assessed, as well as stage of pubertal development (Tanner criteria). The negative affect assessments consisted of self-report questionnaire and interview measures of anxiety and depressive affect, as well as mother reports of internalizing behavior problems. In the concurrent (cross-sectional) analyses, boys reporting higher levels of negative affect tended to be those at higher genital stage or older age, with lower testosterone and cortisol levels and lower dehydroepian-drosterone sulphate levels. In the longitudinal analyses, negative affect, and to a lesser extent hormone levels at the first time of measurement predicted negative affect 12 months later. The findings suggest that puberty-related hormone levels should be considered along with psychological characteristics in examining the processes involved in the development of negative affect during the pubertal years.Received Ph.D. from The Pennsylvania State University. Research interests include hormone-behavior interactions and emotional development.Received Ph.D. from The Pennsylvania State University. Research interests include neuroendocrinology and adolescent depression.Recieved M.D. from Athens University. Research interests include hypothalamic releasing factors and stress.     

Adolescent depression: Why more girls?

Although there has been evidence for some time of a sex difference in depression, relatively little research has examined the developmental process by which women come to be at greater risk than men for depression. In this paper, the developmental pattern of depressed affect is examined over early and middle adolescence, with a special focus on the patterns of boys as compared to girls. In addition, a developmental model for mental health in adolescence is tested for its power in explaining the emergence of gender differences in depression. Longitudinal data on 335 adolescents randomly selected from two school districts were used to test the hypotheses. Results revealed that girls are at risk for developing depressed affect by 12th grade because they experienced more challenges in early adolescence than did boys. The sex difference in depressed affect at 12th grade disappears once early adolescent challenges are considered.This research was supported in part by grants MH30252/38142 to A. Petersen. We gratefully acknowledge the contributions of study participants and staff. Portions of this material were presented in a symposium at the 1988 meeting of the Society for Research on Adolescence, and one at the 1989 meeting of the Society for Research in Child Development.Received Ph.D. from University of Chicago in 1973. Research interest in biopsychosocial development in adolescence, with a focus on sex differences in mental health.Research interests include adolescent mental health, and parent and peer relationships.Received Ph.D. in psychology from The Pennsylvania State University. Research interests include development of affective and conduct disorders, especially sex differences in these problems.