This Independent Study seeks to understand how sponsorship of a Truth and Reconciliation Commission affects the incorporation of the report’s findings in the national history curriculum. Through a review of the literature on Truth and Reconciliation Commissions and education in post-conflict societies, I argue that if a Truth and Reconciliation Commission is governmentally sponsored, then the findings of the report are more likely to be incorporated in the curriculum. I further argue that if there was change in governmental ideology between the commission mandate and the creation of the history curriculum, the incorporation will be less likely to occur. To test these hypotheses I used a qualitative comparative case study using the cases of Chile, South Africa, and Guatemala. The data suggests that the findings of governmentally sponsored Truth and Reconciliation Commissions are more likely to be incorporated into the history curriculum than non-governmentally sponsored commissions. They also indicate that governmental ideology change has a negative impact on the incorporation of the Truth and Reconciliation Commission’s findings and recommendations into the curriculum. These results contribute to the field of research on the long-term impacts of Truth and Reconciliation Commissions.


N'Diaye, Boubacar


Political Science


Comparative Politics | Curriculum and Instruction

Publication Date


Degree Granted

Bachelor of Arts

Document Type

Senior Independent Study Thesis



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