Pete Manning is Senior Lecturer in Sociology in the Department of Social and Policy Studies at the University of Bath, UK.

Laura Acosta Hankin is Director of the peacebuilding organisation Rodeemos el Diálogo (ReD) and a Postdoctoral Professional Affiliate at the University of Saskatchewan, Canada.

Dung Keo is a Lecturer in History at the Royal University of Phnom Penh, Cambodia.

Kate Moles is Reader in Sociology in the School of Social Sciences at Cardiff University, UK.

Nelson Abiti is Curator for Ethnography at the Uganda National Museum.

Julia Paulson is Dean and Professor in the College of Education at the University of Saskatchewan, Canada.

Catriona Pennell is Professor of Modern History and Memory Studies in the Department of Humanities and Social Sciences, Cornwall at the University of Exeter, UK.

Introduction: Education, Justice, and Memory – Peter Manning, Laura Acosta Hankin, Keo Duong, Kate Moles, Abiti Nelson, Julia Paulson and Catriona Pennell

Part I: Memory and Education

Section Commentary – Catriona Pennell

1. Territories of Memory and the Intimate Cartographies of the Community: Affect, Bodies, and Subjectivities – Mónica Szurmuk, Mariela Peller, Noelia Lynch and Lucas Saporosi

2. Trauma Aesthetics As Reparative Pedagogy in the Music, Dance, and Drama of Abia Artistic Community – Okaka Opio Dokotum, Wilfred Okello and Anamu Modester Okuny

3. Graphics To Decolonize Memory, Creative Pedagogies Within the Street, the Village, and Academia: Decentralizing Graphics, Narrating Memory and ‘Weaving’ Bridges Between the Countryside and the City – Ana Maria Villa Navas and Natalia Amaya

4. Re-Rooting by Weaving: Lessons From the Project ’Weaving Resistance From Mountain to Mountain – Melvis Ariza, Fredy Alonso Maldonado, Nancy Mendoza and Diana Valencia-Duarte

5. Warriors of the Past and Present: Accompong Maroon Heritage Education As Continued Resistance in Post-Colonial Jamaica – Catriona Pennell, Suckrea Genas, Shanieka Gregory, Demoney Lennon, and Kenrick Wallace

Part II: Justice and Education

Section Commentary – Kate Moles

6. Childhood and “U Yich Lu’um” (Fruit of the Earth) for Building “Tooj Óolal” (Good Living) From Community Learning – Albert Chan Dzul, Sara Oliveros López and Yamili Chan Dzul

7. Teaching Conflict History From Multiple Perspectives in Settings of Ongoing Conflict: The Reconciliatory and Reparative Impact of ‘Uprooted’ Teaching Materials on Secondary School Students in Bukavu, Drc – Line Kuppens, Justin Sheria Nfundiko and Emmanuel Akonkwa Nfizi

8. K’anchariy: Fostering Culturally Relevant Educational Curriculum for Quechua Youth –collectively written by Mosqoy team members and students

9. Addressing Collective Trauma: Some Reflections on the Psychology of Reparative Pedagogies – Raul Valdivia-Murgueytio

Part III: Reparative Pedagogies and Practice

Section Commentary – Peter Manning

10. Violence of Omission: Power With and Against Indigenous Pakistani Gender Diversity in Pedagogy and Advocacy – Rameen Iftikhar and Ramsha Fatima

11. Embodied and Textured Experiences: Materializing Memories – Beatriz Elena Arias López, Camila Londono Roman and Laura Coral Velasquez

12. Hashiya: Creative Pedagogies in Postcolonial Pakistan – Shaza Farooq and Essam Fahim

13. The Introduction of a Multi-Media Application Into Public School Teaching Approaches on the History of “Democratic Kampuchea” – Duong Keo and Pete Manning

14. Cargo Classroom: Teaching African and African Diaspora Histories – David Rawlings and Lawrence Hoo

Afterword – Hope Is a Weight To Be Carried – Arathi Sriprakash