{"id":70283,"date":"2023-10-17T01:22:14","date_gmt":"2023-10-17T05:22:14","guid":{"rendered":"https:\/\/world.edu\/?p=70283"},"modified":"2023-10-17T01:22:14","modified_gmt":"2023-10-17T05:22:14","slug":"why-do-school-books-hide-spains-slave-past-in-america","status":"publish","type":"post","link":"https:\/\/world.edu\/why-do-school-books-hide-spains-slave-past-in-america\/","title":{"rendered":"Why do school books hide Spain’s slave past in America?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

There are mythical stories that constitute an essential part of the master narratives and the national imagination.\u00a0And there are historical investigations that have great difficulty finding their place in education and in\u00a0<\/span>public memory<\/span><\/a>\u00a0.\u00a0This is the case of Spain’s role in the slave economy from 1500 to 1886, which still struggles to tear down the wall between historiographic production and school history.<\/span><\/p>\n

The African slave trade in the Spanish dominions of America began at a very early date.\u00a0Throughout the early modern period,\u00a0<\/span>the crown<\/span><\/a>\u00a0granted licenses or \u201c\u00a0<\/span>seats<\/span><\/a>\u00a0\u201d to commercial companies.\u00a0The Casa de Contrataci\u00f3n registered a large part of the ships that loaded enslaved Africans to America, and the documentation is still preserved in the\u00a0<\/span>General Archive of the Indies<\/span><\/a>\u00a0.\u00a0But it was with the promulgation in 1789 of the \u201c\u00a0<\/span>Royal Certificate of Freedom for the Negro Trade<\/span><\/a>\u00a0\u201d by Charles IV when it experienced its greatest moment.<\/span><\/p>\n

The rise of the 19th century<\/strong><\/h4>\n

More than 40% of the Africans brought to the Spanish possessions in America arrived in the 19th century.\u00a0The data collected in\u00a0<\/span>SlaveVoyage<\/span><\/a>\u00a0, a database with educational resources and information about these forced voyages, shows that the Spaniards not only issued licenses to commercial companies from other countries.\u00a0More than a million enslaved Africans were transported by Spanish-flagged ships between 1500 and 1866.<\/span><\/p>\n

In Cuba and Puerto Rico, a powerful plantation economy focused on sugar production made its way at the beginning of the 19th century.\u00a0Intensive work and the constant replacement of slave labor were combined from the logic of an incipient\u00a0<\/span>industrial capitalism<\/span><\/a>\u00a0.\u00a0It was the springboard to amass fortunes, despite the layers of forgetfulness with which they tried to cover and silence.<\/span><\/p>\n

The difficulties of the abolitionists<\/strong><\/h4>\n

The\u00a0<\/span>abolitionist movement<\/span><\/a>\u00a0during the Democratic Sexennium (1868-1874) was met with resistance from slavers and slave owners.\u00a0During the 19th century, as\u00a0<\/span>Jos\u00e9 Antonio Piqueras<\/span><\/a>\u00a0states , they brought down thrones and elevated kings, they bought the wills of the powerful and the humble.\u00a0They twisted the will of Parliament and the Government, fired captain generals and flouted the laws as many times as they wanted.\u00a0Financing the return of the monarchy of Alfonso XII,\u00a0<\/span>they prolonged slavery<\/span><\/a>\u00a0until 1886. Later they managed\u00a0<\/span>oblivion and silence<\/span><\/a>\u00a0.<\/span><\/p>\n

Absent in the school story<\/strong><\/h4>\n

To verify the presence (and silences) of this topic in the school environment, we have analyzed (in a research in the process of publication) 165 textbooks used in Spain between 1975 and 2022. A third were published before the year 2000, and two thirds in the 21st century.\u00a0We can see relevant topics that are silenced or have little presence:<\/span><\/p>\n

    \n
  1. There are few allusions to the\u00a0<\/span>enslavement of the Amerindian population<\/span><\/a>\u00a0during the first phases of the conquest of America.\u00a0The manuals insist on the unique and humanitarian character of the Laws of the Indies and the Las Casas-Sep\u00falveda debate.\u00a0Only two manuals incorporate texts that allude to Columbus’s proposals for his enslavement.<\/span><\/li>\n
  2. The transatlantic trade of Africans is not affected.\u00a0On the rare occasions where this theme is introduced, it is attributed to foreign powers: Portugal, France, England and Holland.\u00a0It is rarely indicated that the Spanish crown was in charge of signing the licenses and permits for the introduction of slaves into its colonies, or the percentage they received for the transaction.<\/span><\/li>\n
  3. When the theme of slavery is introduced in contemporary times, it is associated with the North American civil conflict between 1861 and 1865. In both ESO and Baccalaureate, the relevant role of the slave economy in Cuba linked to sugar production has been ignored.\u00a0Nor has the influence of slave pressure groups on Spanish politics during the 19th century been explored in depth.<\/span><\/li>\n
  4. Regarding the abolitionist movements and subsequent racism, the manuals focus on contemporary society in the United States. The Spanish Abolitionist Society is barely mentioned, or the connection with feminist thinkers such as Gertrudis G\u00f3mez de Avellaneda, Carolina Coronado and Concepci\u00f3n Arenal.<\/span><\/li>\n<\/ol>\n

    The story of slavery in other countries<\/strong><\/h4>\n

    The absence of these topics in Spanish manuals is a consequence of a systematic forgetfulness in the school curriculum.\u00a0A situation that contrasts with other countries that are protagonists of the Atlantic trafficking.\u00a0Among the objectives of the history subject, in\u00a0<\/span>Portugal<\/span><\/a>\u00a0it is proposed to “Understand that the prosperity of the imperial powers was also due to the trafficking of human beings, mainly from Africa to the plantations of the Americas.”<\/span><\/p>\n

    In\u00a0<\/span>France,<\/span><\/a>\u00a0\u201cMercantile bourgeoisies, international trade, slave trade and slavery in the 18th century\u201d appears as basic knowledge of the history curriculum.\u00a0In the\u00a0<\/span>US<\/span><\/a>\u00a0it is indicated that the curriculum \u201cwill prepare students to investigate the conditions under which the Atlantic slave trade developed.\u201d<\/span><\/p>\n

    This has its consequences in the manuals.\u00a0<\/span>In France, for example, an entire topic (usually between 14-18 pages) is dedicated to it in quatri\u00e8me<\/span><\/em>\u00a0textbooks\u00a0(students aged 13-14).\u00a0It explains how and where Africans were captured, the harsh journey crammed into boats, forced labor on American plantations, the revolts, and the abolitionist movements.\u00a0Also in second-year\u00a0<\/span>Key Stage 3<\/span><\/em>\u00a0English books (12-13 years old), a chapter is usually dedicated to addressing the slave trade holistically, working with texts, images and different interpretations.<\/span><\/p>\n

    The new curriculum in Spain<\/strong><\/h4>\n

    In Spain, the new\u00a0history\u00a0<\/span>curriculum approved in 2022 prescribes for the first time the study of \u201cinvisible people in history: women, slaves and foreigners.\u201d <\/span><\/a>The impact has been immediate in the ESO and Baccalaureate school manuals published in 2022 and 2023. This topic has been included through specific monographs, workshops and activities, especially for the 19th century.\u00a0It is a first step to break the silence suffered for decades.<\/span><\/p>\n

    Spain was the last European country to abolish slavery, in 1886. And, despite this, in the year 2023, sufficient political consensus has not yet been achieved to develop memory policies that allow visibility and dignity to the victims of\u00a0<\/span>slavery<\/span><\/a>\u00a0. African holocaust (\u00a0<\/span>Maafa<\/span><\/em>\u00a0).<\/span><\/p>\n

    In the drafting of\u00a0<\/span>Law 20\/2022, of October 19, on Democratic Memory,<\/span><\/a>\u00a0the opportunity to remember the role that slavery had in contemporary Spanish history, and the abolitionist men and women who fought it, has been lost.<\/span><\/p>\n

    Author Bios:<\/strong> Cosme Jes\u00fas G\u00f3mez Carrasco is Professor of Didactics of Social Sciences at the University of Murcia, Felix Gonzalez Chicote is Professor of Geography and History at IES Margarita Salas. PhD student in Humanities, Arts and Education at the University of Castilla-La Mancha. at UNED – National University of Distance Education and Juan Antonio Inarejos Mu\u00f1oz is a Full Professor Contemporary History at the University of Castilla-La Mancha<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    There are mythical stories that constitute an essential part of the master narratives and the national imagination.\u00a0And there are historical investigations that have great difficulty finding their place in education and in\u00a0public memory\u00a0.\u00a0This is the case of Spain’s role in the slave economy from 1500 to 1886, which still struggles to tear down the wall […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434672],"coauthors":[11733],"class_list":["post-70283","post","type-post","status-publish","format-standard","hentry","category-education","tag-spains-slave-past"],"acf":[],"yoast_head":"\nWhy do school books hide Spain's slave past in America? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/why-do-school-books-hide-spains-slave-past-in-america\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why do school books hide Spain's slave past in America? 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