DOCSLIB.ORG

Brochure Séminaire MC2L.2019-2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Brochure Séminaire MC2L.2019-2020 MASTER 1 The representation of slavery in Britain and the United States Anne-Claire Faucquez 2019-2020 This seminar will explore the various ways in which the Atlantic Slave Trade and the institution of slavery are remembered, taught, and memorialized in Britain and the United States (and to a lesser extent in France). We will first analyze what collective memory is and question who rightfully defines the events, images, symbols, rituals, and beliefs that constitute the knowledge of the past. What responsibilities do public custodians of collective heritage—historians, novelists, filmmakers, museum curators, archivists, artists— have to the truth and to the communities in which they function? What is public history? Who are public historians and what is their role? Taking Britain and the United States as examples of contemporary societies, we will contrast how these two countries deal with public history and the collective memory of slavery. If Britain was a major participant in the slave trade, it never experienced slavery on its soil, contrary to the United States, which can explain a different approach to the memorialization of slavery. So we will contrast the differences in the representations of slavery in these two societies. How is slavery both remembered and silenced? What is commemorated: slavery, the slave trade or the abolition of slavery and why does it matter? How do British and American public authorities fashion their own collective memory of slavery? How do the countries as a whole embrace or perhaps deny what some deem a stain in their history? What do those choices tell about the way the two nations envision their past? We will be looking at the various ways used to represent and materialize the memory of slavery, be it through contemporary art, museum exhibits, historical tours, monuments, memorials, or commemorative occasions and anniversaries. For each event or artistic form, we will question its origin/source, we will describe its content and try to assess its impact on each society. What was the intention of the author, artist, architect, curator etc.? To what extent did the sources of funding influence the events? How did the authors use history vs memory? How did they manage to transmit the bleak details of slavery? Did they try to reveal the blunt truth of the history of slavery or did they try to embellish it for artistic and aesthetical purposes? Students will be looking at and comparing American and British works of art, architectural projects like monuments and memorials (the African Burial Ground Memorial in New York vs the City of London Memorial to the Abolition of the Slave Trade) ; they will question the absence/existence of museums dedicated to the history of slavery (The National Museum of African American History and Culture in Washington vs the International Slavery Museum in Liverpool), as well as the absence/existence of national holidays celebrating the abolition of slavery (Black History Month vs Slavery Remembrance Day). The materials used in the seminar will range from scholarly and press articles, artists’ interviews, pictures of works of art, documentaries, or websites (blogs, forums, museum websites, interactive tours). As for the assignment, students will have to conduct a research project on a site/work of art/event of their own choice. 2 SEMESTER 2019-2020 17 Sept : INTRODUCTION : History and memory 24 Sept : Commemorating slavery 1 Oct : Patrimonial Memory: Monuments, Memorials (I) 8 Oct : CANCELLED 15 Oct : Patrimonial Memory: Monuments, Memorials (II) 22 Oct/29 Oct : BREAK 5 Nov : Museums and Historic sites (I) 12 Nov: Museums and Historic Sites (II) 19 Nov : Slavery, Memory and Art (I) 26 Nov : Slavery, Memory and Art (II) FRIDAY 29 Nov: Journée d’études “Objets et enjeux de la commémoration de l’esclavage” 3 Dec : Slavery on Screen (I) : Hollywood 10 Dec : Slavery on Screen (II) : TV series 17 Dec : END-OF-THE SEMESTER EXAM Continual assessment: - Oral presentation + research paper = 50% - Conference report = 20% - End-of the-semester exam = 30% List of subjects you can choose from for your oral presentation: - City of London Memorial to the Abolition of the Slave Trade - African Burial Ground Memorial in New York - The Ark of Return in New York (UNO) - Alabama Memorial for Lynching and/or LeGacy Museum and the National Memorial for Peace and Justice, MontGomory, Alabama - The National Museum of African American History and Culture in WashinGton - The International Slavery Museum in Liverpool - Captured Africans, Lancaster, EnGland - Gilt of Cain, London - The Memorial for the Abolition of Slavery in Nantes - The Musée d’Aquitaine in Bordeaux - Whitney Plantation Museum (Louisiana) - Black History Month vs Slavery Remembrance Day - Movies: Birth of a Nation (1917), Gone with the Wind (1939), Amistad (1997), Beloved (1998), Django Unchained (2012), 12 Year a Slave (2013), The Birth of a Nation (2016) - TV Series: Roots (1977), The Book of Negroes (2015), “Black Museum” Episode, Black Mirror series 3 1 - Teaching Slavery : Why History Matters? © 2018 TEACHING TOLERANCE 6-12 Test your knowledge about the history of American slavery. Review each question and select the best answer (even if you’re not sure). 1. How was indentured servitude different from enslavement of Africans in the British North American colonies? a. Indentured servants were freed at the end of a set number of years. b. Children born during an indentured servant’s term had to serve until adulthood. c. Only men could be indentured. d. Indentured servants came from the West Indies. 2. Which of the following was NOT true of chattel slavery as it developed in the British colonies? a. Enslaved people were considered personal property. b. Enslaved people had no human rights. c. Enslaved people could be bought, sold or inherited. d. Enslaved people inherited the status of their father. 3. Which was NOT a common form of resistance among enslaved people? a. Violent armed rebellion b. Running away c. Feigning illness d. Breaking tools and slowing the pace of work 4. In the Declaration of Independence, what percentage of enslaved people were included in the line “We hold these truths to be self-evident: that all men are created equal; that they are endowed by their creator with certain unalienable rights; that among these are life, liberty and the pursuit of happiness.” a. 0% b. 25% c. 50% d. 75% e. 100% 5. Which was NOT a condition of life for enslaved people? a. Hard work, even for women and children b. Isolation, subjugation and fear of punishment c. The ability to always keep families intact d. The ability to hunt, fish and grow gardens to supplement their diets 6. Which formally ended slavery in the United States? a. 13th Amendment to the U.S. Constitution b. Emancipation Proclamation c. Treaty ending the Civil War d. Civil Rights Act of 1968 7. Which was the reason the South seceded from the Union? 4 a. To preserve states’ rights b. To preserve slavery c. To protest taxes on imported goods d. To avoid rapid industrialization 8. Communities of enslaved people created music to... a. Entertain enslavers in the Big House b. Pass the time c. Express dreams and frustrations d. Influence popular culture 9. People enslaved by colonists in North America included all of the following except: a. Irish people b. Muslims c. West Africans d. Native Americans 10. Just before the Civil War, what was true of the North? a. Most people there opposed slavery. b. Northern banks, industries and shipping pro ted from slavery. c. It was separate from the South, with few economic or social ties. d. Free black people could vote and had other civil rights there. 11. Why did slavery grow in the United States after the importation of enslaved people was banned in 1808? a. The international slave trade continued unabated despite the law. b. A large number of free black people were captured and sold into slavery. c. High birth rates (enslavers treated women as “breeders”) led to natural increase in the population. d. Enslaved people were smuggled into the country from Canada. 12. Enslaved people had all the following connections to American colleges except: a. Their labor built parts of the University of Virginia. b. Their sale secured the nancial future of Georgetown. c. Pro ts from the slave trade helped fund Harvard, Yale and Brown. d. Princeton set aside spaces for men who had escaped slavery beginning in 1845. Doc 1: Jason Silverstein, “The Persistence of Whitewashing: How can Americans have such different memories of slavery?”, May 31, 2018 In early April, Southern Charm—a reality show about Charleston’s aristocracy—invited viewers for a fifth season inside “the gates of their centuries-old plantation homes.” It is a disturbing thought for anyone who stops to consider the experiences of the men and women who were enslaved there. Yet this form of nostalgia remains surprisingly common. Until recently, you could rent Southern Charm star Thomas Ravenel’s manicured Brookland Plantation, whose slave cabins were abandoned during “the War Between the States,” according to the architect who renovated it. You can still “add a little southern elegance” to the happiest day of your life with a plantation wedding, at a venue such as Boone Plantation, where parts of The Notebook were filmed and nine slave cabins (of 27) still stand. The plantation is the Rorschach test for America’s soul: You either see moonlight and magnolias or a crime scene. How can Americans have such different memories of slavery? That is the driving question in historians Ethan Kytle and Blain Roberts’s book Denmark Vesey’s Garden: Slavery and Memory in the Cradle of the Confederacy, a work that, for the first time, maps competing memories of slavery from abolition to the very recent struggle to rename or remove Confederate symbols across the country.
Load more

Recommended publications
  • BLACK LONDON Life Before Emancipation
    BLACK LONDON Life before Emancipation ^^^^k iff'/J9^l BHv^MMiai>'^ii,k'' 5-- d^fli BP* ^B Br mL ^^ " ^B H N^ ^1 J '' j^' • 1 • GRETCHEN HOLBROOK GERZINA BLACK LONDON Other books by the author Carrington: A Life BLACK LONDON Life before Emancipation Gretchen Gerzina dartmouth college library Hanover Dartmouth College Library https://www.dartmouth.edu/~library/digital/publishing/ © 1995 Gretchen Holbrook Gerzina All rights reserved First published in the United States in 1995 by Rutgers University Press, New Brunswick, New Jersey First published in Great Britain in 1995 by John Murray (Publishers) Ltd. The Library of Congress cataloged the paperback edition as: Gerzina, Gretchen. Black London: life before emancipation / Gretchen Holbrook Gerzina p. cm. Includes bibliographical references and index ISBN 0-8135-2259-5 (alk. paper) 1. Blacks—England—London—History—18th century. 2. Africans— England—London—History—18th century. 3. London (England)— History—18th century. I. title. DA676.9.B55G47 1995 305.896´0421´09033—dc20 95-33060 CIP To Pat Kaufman and John Stathatos Contents Illustrations ix Acknowledgements xi 1. Paupers and Princes: Repainting the Picture of Eighteenth-Century England 1 2. High Life below Stairs 29 3. What about Women? 68 4. Sharp and Mansfield: Slavery in the Courts 90 5. The Black Poor 133 6. The End of English Slavery 165 Notes 205 Bibliography 227 Index Illustrations (between pages 116 and 111) 1. 'Heyday! is this my daughter Anne'. S.H. Grimm, del. Pub­ lished 14 June 1771 in Drolleries, p. 6. Courtesy of the Print Collection, Lewis Walpole Library, Yale University. 2.
    [Show full text]
  • Proquest Dissertations
    I NOTE TO USERS This reproduction is the best copy available. UMI' nm u Ottawa L'Uiiiversite canadienne Canada's university FACULTE DES ETUDES SUPERIEURES l=J FACULTY OF GRADUATE AND ET POSTOCTORALES U Ottawa POSDOCTORAL STUDIES L'UmveisiLc tanaditmie Cdiiadd's university Kristi Gourlay AUTEUR DE LA THESE / AUTHOR OF THESIS M.A. (History) GRADE/DEGREE Faculty of Arts - Department of History FACULTE, ECOLE, DEPARTEMENT / FACULTY, SCHOOL, DEPARTMENT Anatomy of the Somerset Case of 1772: Law, Popular Politics and Slavery in Hanoverian Britain TITRE DE LA THESE / TITLE OF THESIS Richard Connors DIRECTEUR (DIRECTRICE) DE LA THESE/ THESIS SUPERVISOR CO-DIRECTEUR (CO-DIRECTRICE) DE LA THESE / THESIS CO-SUPERVISOR Nicole St-Onge Lotfi Ben Rajeb Gary W. Slater Le Doyen de la Faculte des etudes superieures et postdoctorales / Dean of the Faculty of Graduate and Postdoctoral Studies Anatomy of the Somerset Case of 1772: Law, Popular Politics and Slavery in Hanoverian Britain By Kristi Gourlay Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the MA degree in History University of Ottawa ©Kristi Gourlay, Ottawa, Canada, 2010 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre r6f6rence ISBN: 978-0-494-73782-8 Our file Notre reference ISBN: 978-0-494-73782-8 NOTICE: AVIS: The author has granted a non­ L'auteur
    [Show full text]
  • Filozofická Fakulta Ústav
    UNIVERZITA KARLOVA – FILOZOFICKÁ FAKULTA ÚSTAV ANGLOFONNÍCH LITERATUR A KULTUR ―Am I not a Man and a Brother?‖ Representations of Slavery in the West Indies and Abolitionist Rhetoric on the Road to Emancipation ―Cožpak nejsem člověk a bratr?‖ Reprezentace otroctví v Západní Indii a abolicionistická rétorika na cestě k emancipaci DIPLOMOVÁ PRÁCE Vedoucí diplomové práce (supervisor): Zpracovala (author): PhDr. Soňa Nováková, CSc., M.A. Bc. Nikola Bartová Studijní obor (subject): Praha, Září 2015 Anglofonní literatury a kultury Studia britského společenství Prohlašuji, že jsem bakalářskou práci vypracovala samostatně, že jsem řádně citovala všechny použité prameny a literaturu a že práce nebyla využita v rámci jiného vysokoškolského studia či k získání jiného nebo stejného titulu. V Praze dne 7.8.2015 ____________________________ Poděkování Především bych chtěla poděkovat PhDr. Soně Novákové, CSc., M.A. za její ochotu a pomoc při výběru práce, za pomoc s literaturou nebo jakýmkoli dotazem a v neposlední řadě za její trpělivost a podporu, kterou mi během psaní práce poskytla. Souhlasím se zapůjčením diplomové práce ke studijním účelům. ____________________________ Abstrakt Tato práce se zabývá literaturou spojenou se zrušením otroctví v britských koloniích. Práce se zabývá tématem abolicionistického hnutí ze společenské, kulturní a literárně historické perspektivy od počátku až do zrušení otroctví v britských koloniích v Karibiku v roce 1833 Zákonem o ukončení otroctví. Práce je zaměřená na diskurz rasy a otroctví. Vybraní autoři reprezentují rozdílné názory a perspektivy, jelikož práce obsahuje jak představitele sentimentální poezie, tak cestopisy i autobiografie otroků. Hlavním cílem je určit a vymezit strategie abolicionistického diskurzu a rétorické postupy, které byly používány, a to zejména při utváření obrazu Afričanů a jak hegemonický diskurz sentimentalismu ovlivnil jejich psaní.
    [Show full text]
  • The British Transatlantic Slave Trade
    Memory, Myth and Forgetting: the British Transatlantic Slave Trade Lucy Ball The thesis is submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of the University of Portsmouth September 2013 Abstract Based on Halbwachs’ theory of collective memory and Connerton’s notion of collective forgetting, this thesis contends that the history of the British transatlantic slave trade has been deliberately omitted from British collective remembrance, replaced by a stylised image of the campaign for its abolition, in the interests of maintaining a consistent national identity built around notions of humanitarian and philanthropic concern. This thesis examines the way that this collective amnesia was addressed during the bicentenary of the passage of the Slave Trade Act in 2007 in museological display and the media, alongside its interrogation in novels published during the last seventeen years. The exploration of the bicentennial commemoration provided a unique opportunity to examine the way in which the nation presented its own history to the British public and the international community, and the divergent perspectives at play. Analysis of the artefacts and panel text featured at the International Slavery Museum, the Uncomfortable Truths exhibition at the Victoria & Albert Museum and the Chasing Freedom exhibition at the Royal Naval Museum reveals an emerging desire amongst curators to reduce attention garnered on the previously-lionised British abolitionists in favour of an increased representation of the experiences of the enslaved, including instances of their resistance and rebellion. Examination of neo-slave narratives scrutinises the way that postcolonial novelists draw attention to the process by which eighteenth-century slave narratives came to be published, demonstrating their unsuitability to be considered historical texts.
    [Show full text]
  • Webster Thesis.Pdf
    Nineteenth-Century Dissenting Women Writers: Literary Communities, Conviction and Genre Rachel Louise Webster Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of English May 2014 The candidate confirms that the work submitted is her own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. © 2014 The University of Leeds and Rachel Louise Webster The right of Rachel Louise Webster to be identified as Author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. Acknowledgements Most sincere and important thanks to Dr Richard Salmon for his calm, measured advice and supervision. Without his steady assurances and direction, this thesis would never have reached its potential. The comments I received from Dr Julia Reid during the upgrade process were invaluable in strengthening the overall thesis. I am particularly grateful to Dr. Beth Palmer who supervised my MA dissertation and helped me to carve out a research path towards dissenting religious practice. Thanks are offered to Dr David Higgins, Professor John Whale and Professor Jon Mee for insightful conversations shared during the Creativity Communities Conference held in 2013. I am also grateful to Dr Joshua King for his generosity in allowing me to read his book manuscript in advance of publication. Without the support and encouragement of my fellow peers, this would have been a very different PhD experience.
    [Show full text]
  • Amazing Grace Text: I Timothy 1:13-17
    Amazing Grace Text: I Timothy 1:13-17 Most sermons are one way events, the preacher speaks and the audience listens. (We hope) This morning I would like for you to participate in the sermon. I will speak a few minutes and then we will sing a verse of a song together. [The communicator may choose to have three recorded renditions of the song and have a verse played between the points. I believe the variety of styles would be most effective. There are many to choose from.] As I thought about the message I wondered, “What song might be most familiar to this audience?” I settled on a song written 229 years ago that still speaks to our hearts. The song is “Amazing Grace” written by John Newton. Why does this old song remain so popular with both churched and un- churched folk? I believe it continues to touch one of the deep seated needs that all of us experience. We all need God’s grace. We often look to God for help. This is true of each one of us. Why do we need grace? There are three requirements in the life of John Newton that grace meets YOUR CONDITION REQUIRES AMAZING GRACE. Let’s sing that first verse. Page ____ or on the overhead. A very brief introduction from the piano or maybe just the cord and then play as we sing. THAT SAVED A WRETCH LIKE ME, Why would a person use that term? So demeaning, so repulsive. Perhaps you will understand as I share some of the experiences of John Newton.
    [Show full text]
  • The Surprising Role of Legal Traditions in the Rise of Abolitionism in Great Britain's Development
    Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2014 The Surprising Role of Legal Traditions in the Rise of Abolitionism in Great Britain's Development Robert Michael Buchsbaum III Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the History Commons Repository Citation Buchsbaum, Robert Michael III, "The Surprising Role of Legal Traditions in the Rise of Abolitionism in Great Britain's Development" (2014). Browse all Theses and Dissertations. 1382. https://corescholar.libraries.wright.edu/etd_all/1382 This Thesis is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. THE SURPRISING ROLE OF LEGAL TRADITIONS IN THE RISE OF ABOLITIONISM IN GREAT BRITAIN’S DEVELOPMENT A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts By ROBERT MICHAEL BUCHSBAUM III B.A., University of Dayton, 2011 B.A., University of Cincinnati, 2013 2014 Wright State University ABSTRACT Buchsbaum III, Robert Michael. M.A. Department of History, Wright State University, 2014. The Surprising Role of Legal Traditions in the Rise of Abolitionism in Great Britain’s Development. The abolition of British slavery in the 19th century raises the question of how the British achieved antislavery against colonial opposition. While historical theories have focused on economic, political and religious factors, no account of abolition is complete without a thorough investigation of the history of evolving British legal traditions.
    [Show full text]
  • Michele D. Smith the Economic Exploitation of Mary Prince: a Closer Examination of How Both Slavery and the Abolition Movement M
    Michele D. Smith The Economic Exploitation of Mary Prince: A Closer Examination of How Both Slavery and the Abolition Movement Manipulated Slaves Economic survival was the primary focus for the British colonies during the eighteenth century. The British Slave Trade was essential to this survival. Slaves were purchased for economic purposes; despite the brutal manner in which the slaves were treated, they were nonetheless investments towards economic prosperity for their slaveholders. Until 1831, few people knew about the ill-treatment suffered by African female slaves in Britain. Thomas Pringle brought the abusive life of a female slave, Mary Prince, to the British public to advocate for the abolition of slavery in the British colonies. His publication of The History of Mary Prince, the personal narrative of the first black female slave from the West Indies, had a huge impact on the public perception of slavery in England. Pringle, a known poet and abolitionist, loosely validated Prince’s the experiences by allowing her the opportunity to voice her grievances about the ill-treatment she endured from her slaveholders, especially Mr. and Mrs. John Wood. However, this essay argues that their actions furthered the cause of the Abolition Movement and both the slave masters and Pringle likely exploited Prince’s status as a slave to either sustain or further advance their own economic interests. Moreover, as the first female slave narrative in Britain, it is equally important to analyze the false superiority that scholars, like Audrey Fisch, suggested England displayed after abolishing slavery even while the country continued to enjoy substantial profits from the exploitation of American slaves while disregarding its own history in favor English Nationalism.
    [Show full text]
  • Public Opinion and the Abolition of the Slave Trade
    Public Opinion and the Abolition of the Slave Trade Harry DICKINSON University of Edinburgh I. Defending the Slave Trade By the eighteenth century the leading states in western Europe, including Britain, France, Spain, Portugal and the Dutch Republic had established colonies in the Americas. Where they established plantations to grow such crops as sugar, tobacco and coffee, they required to import black slaves from Africa because they could not procure sufficient wage labourers who could tolerate the hard work, hot and humid climate, and endemic diseases. As these crops became more popular in Europe, slavery and the slave trade expanded enormously. Millions of black Africans were transported as slaves across the Atlantic between the sixteenth and the nineteenth centuries. By the eighteenth century, Britain was the leading supplier of slaves to the Americas, followed by Portugal, France and the Dutch Republic in that order. In the eighteenth century France transported just over one million black slaves from Africa to the Americas, while Britain transported a little over twice as many. In Britain, Liverpool, London, Bristol and Glasgow were the leading home ports of the slave traders. Although the risks could be considerable, so could the rewards of successful voyages. The slave trade reaped considerable benefits to the British economy as well as to the traders involved in it. The slave trade was triangular. British merchants exported British manufactured goods and Indian textiles to Africa, where these products were exchanged for blacks already enslaved by local rulers or Arab traders. These slaves were then carried to European colonies in the Americas, not just to British colonies in the West Indies and in the southern parts of British North America.
    [Show full text]
  • BONDED LIFE. Technologies of Racial Finance from Slave Insurance To
    Zenia Kish and Justin Leroy BONDED LIFE Technologies of racial finance from slave insurance to philanthrocapital Amid public critiques of Wall Street’s amorality and protests against sharpening inequality since the financial crisis of 2008, the emergent discourse of philanthrocapitalism – philanthropic capitalism – has sought to recuperate a moral centre for finance capitalism. Philanthrocapitalism seeks to marry finance capital with a moral commitment to do good. These strategies require new financial instruments to make poverty reduction and other forms of social welfare profitable business ventures. Social impact bonds (SIBs) – which offer private investors competitive returns on public sector investments – and related instruments have galvanized the financialization of both public services and the life possibilities of poor communities in the USA and the Global South. This article maps new intrusions of credit and debt into previously unmarketable spheres of life, such as prison recidivism outcomes, and argues that contemporary social finance practices such as SIBs are inextricable from histories of race – that financialization has been and continues to be a deeply racialized process. Intervening in debates about the social life of financial practices and the coercive creation of new debtor publics, we chart technologies meant to transform subjects considered valueless into appropriate, even laudable, objects of financial investment. Because their proponents frame SIBs as philanthropic endeavours, the violence required to financialize human life becomes obfuscated. We aim to historicize the violence of Downloaded by [Harvard Library] at 12:06 08 July 2015 financialization by drawing out links between financial capitalism as it developed during the height of the Atlantic slave trade and the more subtle violence of philanthropic financial capitalism.
    [Show full text]
  • See Complete Issue In
    Issue 9, September 2017 ISSN: 2286-7511 EISSN: 2287-0113 Special Issue–The Lessons of History Editorial: The Presence of the Past: Lessons of history for anti-trafficking work Black Suffering for/from Anti-trafficking Advocacy ‘The New Order of Things’: Immobility as protection in the regime of immigration controls ‘Bound Coolies’ and Other Indentured Workers in the Caribbean: Implications for debates about human trafficking and modern slavery Anti-White Slavery Legislation and its Legacies in England Historicising ‘Irregular’ Migration from Senegal to Europe ‘Shock and Awe’: A critique of the Ghana-centric child trafficking discourse ATR #9 First Page---01.pmd 1 1/1/2545, 3:44 review GUEST EDITOR EDITOR JULIA O’CONNELL DAVIDSON BORISLAV GERASIMOV EDITORIAL BOARD RUTVICA ANDRIJASEVIC, University of Bristol, United Kingdom JACQUELINE BHABHA, Harvard School of Public Health, United States URMILA BHOOLA, UN Special Rapporteur on contemporary forms of slavery, including its causes and consequences, South Africa XIANG BIAO, Oxford University, United Kingdom LUCIANA CAMPELLO, Panamerican Health Organization, Brazil MIKE DOTTRIDGE, Independent Human Rights Consultant, United Kingdom JOY NGOZI EZEILO, University of Nigeria; Former UN Special Rapporteur on trafficking in persons, especially women and children, Nigeria ANNE GALLAGHER, Independent scholar and legal advisor, Australia JOHN GEE, Transient Workers Count Too, Singapore CHANDRE GOULD, Institute for Security Studies, South Africa SUZANNE HOFF, La Strada International, The Netherlands
    [Show full text]
  • The Overthrow of Colonial Slavery 1776-1848 ------♦
    The Overthrow of Colonial Slavery 1776-1848 -------- ♦-------- ROBIN BLACKBURN VERSOV London • New York Contents List of Maps ' Acknowledgements Introduction; Colonial Slavery in the Neyv World c. 1770 1 I . The Origins of Anti-Slavery 33 II- Hanoverian Britain: Slavery and Empire 67 III Slavery and the American Revolution 109 IV British Abolitionism and the Backlash of the 1790s 131 W The French Revolution and the Antilles; 1789-93 161 \/ VI Revolutionary Emancipationism and the Birth of Haiti 213 VII Abolition and Empire; The United States 265 VIII British Slave Trade Abolition: 1803—14 293 IX Spafiish America: Independence and Emancipation 331 Cuba and Brazil: the Abolitionist Impasse ____________ ^1 XI The Struggle for British Slave Emancipation: 1823-38 419 XII French Restoration Slavery and 1848 473 XIII Conclusion: Results and Prospects ^ • -517 Index 551 Introduction: Colonial Slavery in the New World c. 1770 Behold the peace that’s owned by him who feels He does no wrong, or outrage when he>deals In human flesh; or yet supplies the gold To stir the strife, Svhose victims you behold . Perhaps the Cuban merchant too, may think In guilt’s great chain he’s but the farthest link. Forsooth, he sees not* all the ills take place. Nor goes in person to “the human chase; He does not hunt the negro down “himself; Of course he only furnishes the pelf. He does not watch the blazing huts beset. Nor slips the horde at rapine’s yell, nor yet Selects the captive^ from the wretched band Nor spears the aged with his right hand .
    [Show full text]