Document 4: The World Conference against Racism: Declarations on the Transatlantic Slave Trade

2004 ◽  
Keyword(s):  
Slave Trade ◽  
World Conference ◽  
Transatlantic Slave Trade ◽  
The World

scholarly journals Atlantic Slavery: Lost in Trans-lation

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Scott L Stabler ◽  
Mary Owusu
Keyword(s):  
High School ◽  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Slave Trade ◽  
Senior High School ◽  
Ministry Of Education ◽  
Transatlantic Slave Trade ◽  
The World ◽  
In Trans

“Who benefited more from the Transatlantic Slave Trade: Ghanaians or Europeans?” Ghana Ministry of Education and Sports:2008, 17). That’s the test question on the official government syllabus/standards for Ghanaian schools. The syllabus also lists the benefits of colonization and that list far outweighs the detriments. The lack of a broader understanding about the devastation brought on by the Transatlantic Slave Trade (TAST) is not exclusive to Ghana, but proves similar in the United States and likely throughout the world. Generally, the TAST appears lost in Trans-lation in secondary schools. The Transatlantic Slave Trade forms the most transnational exchange surrounding Africa and the African Diaspora. The TAST to the Americas relocated millions of people, killed untold more, treated them as property based on their melanin, caused many wars and affects the world today. To broaden our understanding of the pedagogies of the TAST, Ghanaian secondary teachers were interviewed, textbooks and the national standards were reviewed along with Ghana's role at the heart of the TAST with Cape Coast as a central embarking point. We discovered a lack of instruction about the transnational and contemporary impacts of the TAST at the secondary level. Through our study of the TAST’s instruction in Ghana’s secondary schools a need to expand how teachers inform students about the breadth of the TAST was discovered. This article will focus primarily on Ghana’s lack of transnational reach at the secondary school level due to the limits of standardized testing, the Ghana Educational Service’s syllabus, the textbooks utilized, assessments, poverty, teacher awareness and neocolonialism. This study also examines why transnational exchange in teaching the TAST proves essential in the secondary school classroom in Ghana and beyond.Ghana Ministry of Education. (2008). Teaching Syllabus for Social Studies Senior High School. Accra: Ghana Ministry of Education and Sports.[i]Teaching Syllabus for Social Studies, Senior High School, Ghana Ministry of Education and Sports, 2008, 17.

scholarly journals Representing the World, Weathering its End

2020 ◽  
pp. 247-276
Author(s):  
Marlon Miguel
Keyword(s):  
Slave Trade ◽  
Transatlantic Slave Trade ◽  
Psychiatric Institutions ◽  
The World ◽  
Black Man

This chapter explores the intrinsic relationship between weather/weathering and the imaginary of the sea, which features in the work of artist Arthur Bispo do Rosário. Bispo was a black man who spent most of his life in psychiatric institutions. There is an important interplay between his psychotic deliriums and the production of hundreds of objects, many of them ships or forms that relate to the sea. These objects open up a discussion on decoloniality as they are embedded with marks left by the transatlantic slave trade.

The Congress of Vienna and the Making of Second Slavery

2019 ◽  
Vol 4 (2) ◽  
pp. 162-195
Author(s):  
Fernanda Bretones Lane ◽  
Guilherme de Paula Costa Santos ◽  
Alain El Youssef
Keyword(s):  
Slave Trade ◽  
World Market ◽  
Newspaper Coverage ◽  
Hegemonic Discourse ◽  
Transatlantic Slave Trade ◽  
The World

Abstract This article analyzes the ways that discussions regarding the abolition of the slave trade held at the Congress of Vienna (1814–1815) affected slavery in the Iberian empires. Drawing from newspaper coverage, diplomatic correspondence, and conference minutes, we reassess the conditions under which Portuguese and Spanish agents negotiated with their British counterparts; highlight the Iberian political dilemmas that surfaced at the Congress; and elucidate the plenipotentiaries’ subsequent resolutions addressing the transatlantic slave trade. As a result of the talks held in Vienna, Spanish subjects in Cuba and Portuguese subjects in Brazil established political and diplomatic strategies to support slavery in order to maintain their positions in the world market of tropical goods. In other words, while slavery was undergoing reconfiguration in Brazil and Cuba, slave-owners and their political representatives were forced to engage with the hegemonic, abolitionist discourse systematically established by the British at the Congress in order to formulate their proslavery response. The article thus demonstrates that the Congress of Vienna was integral to the international consolidation of the politics of “second slavery” in the Americas. In other words, Brazil and Cuba were forced to engage with the hegemonic discourse systematically established by the British at the Congress in reconfiguring slavery and formulating their proslavery defense.

African Slavery and Spanish Empire

2015 ◽  
Vol 5 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Elena Schneider
Keyword(s):  
Political Economy ◽  
Eighteenth Century ◽  
Slave Trade ◽  
African Descent ◽  
Central Place ◽  
Spanish Empire ◽  
Demographic Situation ◽  
Transatlantic Slave Trade ◽  
Wealth Of Nations ◽  
Racial Slavery

This article traces a philosophical shift that opened the door to a new departure in eighteenth-century Spanish empire: a newly emerging sense that the slave trade and African slavery were essential to the wealth of nations. Contextualizing this ideological reconfiguration within mid-eighteenth century debates, this article draws upon the works of political economists and royal councilors in Madrid and puts them in conversation with the words and actions of individuals in and from Cuba, including people of African descent themselves. Because of the central place of the island in eighteenth-century imperial rivalry and reform, as well as its particular demographic situation, Cuba served as a catalyst for these debates about the place of African slavery and the transatlantic slave trade in Spanish empire. Ultimately, between the mid-eighteenth century and the turn of the nineteenth, this new mode of thought would lead to dramatic transformations in the institution of racial slavery and Spanish imperial political economy.

Slavery and Abolition

2021 ◽  
Author(s):  
Debbie Lee
Keyword(s):  
Slave Trade ◽  
Breaking Point ◽  
African Origin ◽  
Transatlantic Slave Trade ◽  
Eighteenth And Nineteenth Centuries

During the British transatlantic slave trade, which lasted from the sixteenth to the nineteenth centuries, millions of people were taken from their home in Africa and sold in the Americas where they were forced to work for nothing. But these people continually resisted slavery through acts small and large, and during the eighteenth and nineteenth centuries, slavery reached a breaking point. British poets, novelists, and artists gave voice injustices slavery created, but the most powerful anti-slavery writing of the era came from those of African origin living in England.

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