A/HRC/30/42 than from the mere removal of obstacles to the operation of non-governmental organizations. VI. Interventions in the cultural and the individual spheres 92. In addition to interventions in the domains of official State institutions and in civil society, those in the domain of culture and individual spheres are required for long-lasting transformations, including non-recurrence. Culture and personality structures are, generally speaking, sources of stability and continuity in social relations, hence, neither one is open to direct and immediate change by legal fiat. However, this does not imply that they are immune to any change. A. Education 93. In transitional contexts, education has the potential to act as a powerful tool for non-recurrence. Because of its formative potential, education can contribute to shaping new norms, mediating between contending narratives of the past and nurturing a culture of dialogue and democratic citizenship across generations. A transitional justice approach to education can greatly contribute to contextualizing the aims of educational reform after conflict and/or repression, with an eye to strengthening its potential for preventing the recurrence of violations, for example, by identifying the patterns that fuelled conflict, especially in relation to exclusionary and authoritarian practices in school systems. 50 94. Of significant relevance is the teaching of history: if approached as a system of research rather than a mechanism for simply preserving and remembering data, it can train citizens in habits of analysis and critical reasoning. 51 In transitional contexts, historical facts are often manipulated to serve political and ideological aims through the propagation of one-sided narratives that leave no room for alternative perspectives. Different groups in society, particularly in ethnically divided ones, may learn different versions of a shared history that clash signifi cantly with each other. 52 Similarly, the suppression of historical events, as practised in some contexts, reinforces the social identities of those who fought against each other. 53 Such practices risk perpetuating divisions and conflicts rather than preventi ng their recurrence. B. Arts and culture 95. Cultural interventions, such as museums, exhibitions, monuments and theatre performances, have the capacity to affect not only victims but also the population at large. 54 In addition to the capacity to engage empathy, there are artistic and cultural interventions that are ideally suited to “make visible” both victims and the effects of 50 51 52 53 54 See Clara Ramírez Barat and Roger Duthie, Education and Transitional Justice. Opportunities and Challenges for Peace Building (International Centre for Transitional Justice and UNICEF, forthcoming). See A/HRC/27/56/Add.1, para. 34. See A/68/296. See Harvey M. Weinstein et al., “School voices: challenges facing education systems after identitybased conflicts”, Education, Citizenship and Social Justice, vol. 2 no. 1, p. 66 (March 2007). See A/HRC/25/49. 21