Citizenship and nationhood in black and white: silences of slavery in textbooks.

Autor/in	Dull, Laura J.
Titel	Citizenship and nationhood in black and white: silences of slavery in textbooks.
Quelle	Aus: Hildebrandt-Wypych, Dobrochna (Hrsg.); Wiseman, Alexander W. (Hrsg.): Comparative perspectives on school textbooks. Analyzing shifting discourses on nationhood, citizenship, gender, and religion. Cham: palgrave macmillan, Springer International Publishing AG (2021) S. 47-69 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Literaturangaben S. 64-69
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-030-68718-2; 978-3-030-68719-9
DOI	10.1007/978-3-030-68719-9_3
Schlagwörter	Kollektives Gedächtnis; Schulbuch; Sklaverei; Staatsangehörigkeit; Rassismus; Ethnische Gruppe; Nationalität; Schulbuchforschung; Kollektives Gedächtnis; Schwarze Frau; Schulbuch; Schulbuchforschung; Sklaverei; Nationalität; Rassismus; Staatsangehörigkeit; Ethnische Gruppe; Schwarze Frau; Schwarzer
Abstract	In schools, "triangle of trade" maps neatly illustrate the trans-Atlantic slave trade: Africans were brought to the Americas to produce raw materials that were shipped to Europe, where they were turned into manufactured goods to sell back to Africans (Meltzer, 1993; for the cultural consequences of this system, see Gilroy, 1993). When there is no discussion or illustration of other slaveries during that time, these maps can make it appear that only Africans were enslaved, and only Europeans were enslavers. The reality is far more complex, and people of all "races" were taken into slavery during that time. Ignoring this history has given rise to cruel misconceptions. According to an African Caribbean student in Britain, her white teacher told the class, "black people were meant to be slaves. But I knew he was joking. I think he was joking. He said that in front of black people that black people are meant to be slaves" (Traille, 2007, p. 33). British citizenship, as her teacher understood it, was constructed on the idea that white people were dominant actors in history, while black people were positioned as weak and prone to be enslaved. As this review of textbooks from six countries shows, racial hierarchies are perpetuated in the stories told about slavery and trading.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1