The curious case of compulsory military trainings for students impacting transitional justice

Abstract

Compulsory military training for students has become a prevalent practice in various countries, impacting the broader framework of transitional justice. This study briefly draws connection between the correlation of each pillar of transitional justice with memorialisation as the fifth pillar. It explores the inherent tension between such military training programmes and the principles of memorialisation within transitional justice. Specifically, it investigates how compulsory military training for students in China, Vietnam, and the Philippines influences educational curricula and the collective memory of past conflicts. Through case studies and analysis of state-driven educational policies, this research examines the ways in which military training is integrated into academic settings and its implications for transitional justice. The findings reveal that while states claim to prepare students for military service, these programmes often perpetuate biased historical narratives and contradict the goals of memorialisation by weaponising memories of conflict. These outcomes highlight a significant challenge: the clash between state-imposed military curricula and the need for a human rights-based approach to education that supports transitional justice. The broader implication of this study suggests a critical re-evaluation of educational practices in post-conflict societies to ensure they foster principles of transitional justice. The re-examination ought to focus on education as a means of memorialisation that helps adopt a balanced understanding of history while creating a safe space for various narratives to co-exist.