Teaching the unrepaired past as repair in Latin America and the Caribbean

In this article I explore initiatives for truth telling in educational spaces as a form of repair and reparation across Latin America and the Caribbean. I particularly emphasise Afro-descendant imaginings of curriculum transformation, anti-racist pedagogy, and institutional accountability. I argue that reforms in education must go beyond the simple inclusion of formerly hidden histories and propose that educational institutions should confront their standing in reproducing the damages caused by historical denial, epistemic violence, and colonial narratives of nationhood. Drawing on examples from Ecuador, Puerto Rico, Costa Rica, and the Dutch Caribbean, are useful for how reparative praxes is being enacted through Afrocentric memory, anti-racist curriculum development, textbook critique, and debates about education post apology. I shed light on less commonly placed conversations that reveal alternative approaches toward educational repair.