DEFINING NEW APPROACHES FOR TEACHING THE TRANSATLANTIC SLAVE TRADE AND SLAVERY

Teaching African History and African Diaspora History International Workshop November 5-7, 2010 Hosted By The Harriet Tubman Institute SPONSORS The UNESCO “Slave Route” Project Canadian Commission for UNESCO Programa del Olvido a la Memoria, UNESCO-Universidad de Costa Rica Hundreds of millions of people of African descent who live in different societies across the world trace their history back to Africa. Nonetheless, there is still a profound silence in the curricula and the manuals of primary and secondary schools about the crucial historical events that shaped modern societies, especially the slavery of millions of Africans. However, new educational techniques and greater accessibility to teaching materials, in large part prompted by UNESCO initiatives, have helped to break the “chain of silence” and to prompt curricular reform that allows students access to knowledge about this past. The common goal of the initiatives that have been undertaken in different regions of the world is to contribute to a better understanding of the slavery

of millions of people and the social consequences of racism. The implications affect the interactions among peoples in the present global world. Breaking the silence requires more than confronting the history of slavery; it requires teaching African history. The purpose of the Workshop is to provide a forum where experts can share experiences in developing pedagogic materials and innovative strategies to teach about the slave trade and slavery and the heritage of Africa in the diaspora of the Americas. Besides reviewing the ways the African legacy have been presented, or not, the objective is to analyze all materials that are used in schools that relate to teaching national, regional, and global history and explore how the teaching program of history, literature, and the social studies at the primary and secondary levels can be improved. In particular, the Workshop aims to assess the methodologies used so far in different regions of the world and, based on the lessons learnt, discuss new approaches to be developed in order to enhance the pedagogy of teaching the history of Africans and their descendents and the resilience of African culture in the global diaspora, despite the legacy of slavery.

The Workshop provides an opportunity to share the work at UNESCO to promote a better study of history that began with the publication of General and Regional Histories. The pedagogic use of the General History of Africa will be analysed in such regard. The participants will be invited to define guidelines facilitating the preparation of a general framework for lobbying action to convince Ministries of Education to foster and integrate the teaching of the African History and the transatlantic slave trade and slavery into school curricula. The emphasis will be on the contributions of Africans and their descendants in the development and enrichment of the contemporary world. Besides cultural interactions generated by the slave trade and slavery among peoples of different continents, this encounter, marked by extreme violence and barbarism has caused multifaceted injuries that are passed down from generation to generation among the descendents of the different actors/victims of this tragedy (both the descendants of slaves and the descendants of former enslavers as well). This imprint is still rooted in traumatic

experiences faced today and could explain certain behaviour and social relations in post slavery societies. The need to further explore the psychological and psycho-social development of the slave trade and slavery is therefore essential. The complexity of behaviour and relationships that punctuate life in multicultural societies mark this history. It is also recognized that many people of African descent in the Americas and in Africa want to emphasize the great achievements of developing the Americas and enriching the musical, artistic and literary cultures of the world. The Workshop addresses teachers and pedagogues who are involved in implementing curriculum on the slave trade, slavery, the legacy of Africa in the Americas, and the achievements of the African Diaspora. Historians, decision-makers in curriculum planning, users of pedagogic materials, and professionals and decisions makers in charge of public services will discuss the psychological consequences of the slave trade, slavery and racism as a factor in learning. This Workshop is organized within the UNESCO framework designating 2010 International Year for the Rapprochement of Cultures and also paves the way for 2011, which has been designated International Year for People of African Descent.

INVITED PARTICIPANTS Jaime Arocha, Universidad Nacional de Colombia Hilary Beckles, Principal, University of the West Indies, Barbados Benjamin Paul Bowser, California State University, USA Yvonne Brown, Harriet Tubman Institute Katrina Browne, Tracing Center on Histories and Legacies of Slavery, USA Jhon Picard Byron, Universite d’ Etat, Haiti Rina Cáceres, Universidad de Costa Rica Quince Duncan, International Scientific Committee, UNESCO “Slave Route” Project, Costa Rica Darío A. Euraque, Trinity College, USA (Honduras) Nicolas Evans, WISE, University of Hull, UK Abubakar Fofana, York University (Cuba) Kevin Franklin, I-CHASS, University of Illinois Michael Gomez, New York University and UNESCO “Slave Route” Project Larry Higginbottom, Osiris Group, USA Thando Hyman-Aman, Toronto Schools, Canada Ali Moussa Iye, Intercultural Dialogue Section, UNESCO Michele Johnson, The Harriet Tubman Institute, York University Arlene Keizer, University of California, Irvine, USA Monica Lima Souza, Universidade Federal do Rio de Janeiro, Brazil Paul Lovejoy, The Harriet Tubman Institute, York University Shannon Prince, Buxton National Historic Site and Museum, Buxton Canada Monica Regisford-Douglin, Trinidad and Tobago National Commission for UNESCO Dominique Rogers, EURESCL, Martinique Viviane Rolle-Romana, Université Paris 8 Saint-Denis, France Suzanne Schwarz, Liverpool Hope University, UK Ibrahima Seck, Université Cheikh Anta Diop Senegal Verene Shepherd, University of the West Indies, Jamaica Karolyn Smardz Frost, The Harriet Tubman Institute, York University Juliette Sméralda, Université des Antilles de la Guyane Marie-Albane de Suremain, EURESCL, France Lennox K. Thomas, Institute of Family Therapy, USA Thomas Thurston, Gilder Lehrman Center, Yale University, USA

David V. Trotman, Harriet Tubman Institute, York University Maria Elisa Velazquez, International Scientific Committee, UNESCO “Slave Route” Project, Mexico Sheila Walker, Afrodiaspora, Inc., USA WORKSHOP ORGANIZERS Paul Lovejoy, The Harriet Tubman Institute, York University Rina Cáceres, Universidad de Costa Rica Ali Moussa Iye, Intercultural Dialogue Section, UNESCO SPONSORS The UNESCO “Slave Route” Project Canadian Commission for UNESCO Programa del Olvido a la Memoria, UNESCO-Universidad de Costa Rica The Harriet Tubman Institute for Research on the Global Migrations of African Peoples DEFINING NEW APPROACHES FOR TEACHING THE TRANSATLANTIC SLAVE TRADE AND SLAVERY

Teaching African History and African Diaspora History

FRIDAY NOVEMBER 5TH 9:30

HPENING SESSION: Chair: Paul Lovejoy, Director, The Harriet Tubman Institute, York University  Mamdouh Shoukri, President and Vice-Chancellor, York University  Alysouk Lynhiavu, Public Affairs Officer, Canadian Commission for UNESCO, Coordinator, National Secretariat, UNESCO Associated Schools Network  Jonathan C. Edmondson, Chair, Department of History, York University  Ali Moussa Iye, Coordinator, UNESCO “Slave Route” Project

10:00 S ANEL 1: THE PSYCHOLOGICAL CONSEQUENCES OF THE SLAVE TRADE AND SLAVERY Chair: Michael Gomez, UNESCO Slave Route Project  Viviane Rolle-Romana, University of Paris 8 Saint-Denis, The findings of the study commissioned by UNESCO on the psychological consequences of the slave trade and slavery  Larry Higginbottom, Director of Osiris Group, Boston: Post Traumatic Slavery Disorder: Theory and Practice  Lennox K. Thomas, Psychotherapist, Institute of Family Therapy: Parenting Roles and the African Caribbean Man in Post Slavery Society 12:30

AUNCH

2:00 NANEL 2: THE PSYCHOLOGICAL CONSEQUENCES OF THE SLAVE TRADE AND SLAVERY II Chair: Monica Regisford-Douglin, Trinidad &Tobago National Commission for UNESCO  Juliette Sméralda, Université des Antilles de la Guyane: Peau noire, cheveu crépu : histoire des traumatismes identitaires  Benjamin Paul Bowser, Associate Professor of Sociology and Social Services, California State University, Hayward: Impact of Racism on White Americans  Arlene Keizer, University of California, Irvine: Reflections upon Trauma in Literature and Visual Art 4:30

SCREENING: “TRACES OF THE TRADE: A STORY FROM THE DEEP NORTH”  Katrina Browne, Tracing Center on Histories and Legacies of Slavery, Boston, “The Consequences of Slavery on Descendants of Slavers”

7:00

RINNER: WORKSHOP PRESENTERS AND INVITED GUESTS Performance by Moussou Folila: Moussou Folia is an all-female group of seven drummers who span cultures and generations. We are mothers, daughters, teachers, and students... but above all we are sisters who love the djembe and the traditional rhythms of the Mandeng people of West Africa. The group strives to embody the essence of the traditions we have learned - to bring people together in joy, and to inspire others to seek that joy within themselves. The group was formed by Anna Melnikoff in April 2010, in response to the 2010 theme for the Muhtadi International Drumming Festival – Celebrating Women in Rhythm. The group consists of seven members: Janelle Belgrave, Alice Sellwood, Sokhna Dior-Cisse, Christine Parker, Alexandra Semakula, Deanna Lopinto, and Anna Melnikoff.

DEFINING NEW APPROACHES FOR TEACHING THE TRANSATLANTIC SLAVE TRADE AND SLAVERY Teaching African History and African Diaspora History

SATURDAY NOVEMBER 6TH 9:00 PANEL 3: AFRICANS, THE AFRICAN DIASPORA, AND SLAVERY IN THE CURRICULUM: LATIN AMERICA Chair: Rina Cáceres, Universidad de Costa Rica  Monica Lima Souza, Universidade Federal do Rio de Janeiro  Jaime Arocha, Universidad Nacional de Colombia  Abubakar Fofana, The Harriet Tubman Institute, York University  Darío A. Euraque, Trinity College/ UNESCO Oficina Regional para Centroamérica  Quince Duncan, UNESCO “Slave Route” Project 12.30

ERI CA

2:00 PANEL 4: AFRICANS, THE AFRICAN DIASPORA, AND SLAVERY IN THE CURRICULUM: EUROPE & NORTH AMERICA Chair: David Trotman, The Harriet Tubman Institute, York University  Thomas Thurston, Gilder Lehrman Center, Yale University  Sheila Walker, Afrodiaspora, Inc.  Suzanne Schwarz, Liverpool Hope University  Nicolas Evans, Wilberforce Institute, University of Hull

4:30

ECREENING: “SLAVE ROUTES: A GLOBAL VISION” 

5:30

Sheila Walker, Afrodiaspora, Inc.

S IRTUAL SEMINAR (IN CAMERA) Chair: Kevin Franklin, I-CHASS, University of Illinois  Monica Lima Souza, Universidade Federal do Rio de Janeiro  Karolyn Smardz Frost, The Harriet Tubman Institute, York University  Rina Cáceres, Universidad de Costa Rica  Jhon Picard Byron, Université d’ Etat, Haiti

7:30

NECEPTION AND DINNER: WORKSHOP PRESENTERS AND INVITED GUESTS Entertainment by: “Peace Concept” Jeff Gunn and Janelle Belgrave

After Dinner Talk: The Honourable Jean Augustine, Fairness Commissioner for the Province of Ontario

DEFINING NEW APPROACHES FOR TEACHING THE TRANSATLANTIC SLAVE TRADE AND SLAVERY Teaching African History and African Diaspora History

SUNDAY NOVEMBER 7TH 9:30 HANEL 5: AFRICANS, THE AFRICAN DIASPORA, AND SLAVERY IN THE CURRICULUM: CANADIAN EXPERIENCES Chair: Yvonne Brown, The Harriet Tubman Institute, York University  Shannon Prince, Buxton Historical Site and Museum, North Buxton, Ontario  Thando Hyman-Aman, Toronto Schools  Karolyn Smardz Frost, The Harriet Tubman Institute, York University  Michele Johnson, The Harriet Tubman Institute, York University

11:30 PANEL 6: AFRICANS, THE AFRICAN DIASPORA, AND SLAVERY IN THE CURRICULUM: EXPÉRIENCE FRANCOPHONÉ Chair: Olabiyi Yai, UNESCO  Dominique Rogers, EURESCL  Jhon Picard Byron, Université d’ Etat, Haiti  Marie-Albane de Suremain, EURESCL

1:00

P UNCH

2:00

NUMMARY AND RECOMMENDATIONS Chair: Ali Moussa Iye, Intercultural Dialogue Section, UNESCO  Maria Elisa Velazquez, UNESCO Slave Route Project  Quince Duncan, UNESCO Slave Route Project  Paul E. Lovejoy, UNESCO Slave Route Project

3:30 


CEPARTURE