In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from a period of recent, violent conflict, but also, established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocide, institutional abuse, and war crimes, as well as other forms of protracted discord. A diverse suite of redress instruments including -but not limited to -criminal tribunals, truth commissions, reparations, and official apologies, are now regularly deployed in efforts to remedy and overcome historical injustices. Conceptions of historical justice have been embedded in existing legal systems and humanitarian frameworks, including human rights (Teitel 2014), and history increasingly occupies a central position in the mediation and management of the collective past (Olick 2007).Educational initiatives of various kinds are located at the centre of these actions for historical justice. Educating the public, politicians or different categories of professionals by spreading knowledge generated in truth commissions, white paper projects, or criminal tribunals are, alongside different political and compensatory actions, important aspects of such initiatives. Schools, and other institutionalised educational contexts, have become important arenas of dissemination, as have museums and commemorative sites as well as broader governmental campaigns for spreading knowledge of historical injustices to the public. In this context, history education, broadly conceived, has become a focus for researchers and practitioners interested in how contested understandings of, and approaches to studying, the past can incite, exacerbate, and potentially, transform conflict.While there are many books published on the topics of teaching difficult, sensitive, and contested histories (Bentrovato et al. 2016;Elmersjö et al. 2017;Psaltis et al. 2017;Peck and Epstein 2018), scholars have paid relatively less attention to the evolving relationship between historical justice and history education, including the challenges and possibilities this relationship generates for both fields. This volume is thematically located at the intersection of these two fields and is concerned with how the expectations of historical justice movements and processes are directed towards, and taken up, in educational contexts, particularly in history education. By presenting cases from a wide range of national contexts, this collection sets out to explore important empirically grounded and conceptual features of the evolving relations between history education and historical justice, as well as to discuss various problems and possibilities located at those junctures.This book explores distinct but connected domains where agendas of historical justice and history education intersect. It considers the spread and use of knowledge generated fr...