Students aged 13 and 14 were given imaginary tools including manacles, whips, thumb screws, iron brands, muskets and barracoons, and asked to devise a Dragon’s Den-style (a reality TV show known as Shark Tank in the US) business proposal for the capture and enslavement of African people. Lesson materials included direction on how to carry out a “slave raid” and manipulate “African Chiefs” through bribes and lacing them with alcohol. Perhaps the most debased suggestions were that the “best” aspect of being a slave trader was having “an affair with a beautiful African girl,” and that adult male “mixed race” offspring could be sent to Africa to “run the slave business” while his white father sailed to America.
Teaching the history of enslavement via a business plan model serves to erase violence, oppression and numerous traumatic events such as the systematic rape of black girls and women. The teacher/s involved in this particular lesson plan saw nothing inappropriate or offensive about their methods. Yet, it would be hard to imagine that these same individuals would sanction a history class on the Holocaust that required students to figure out how to exterminate Jewish people. But black genocide is somehow different, less painful, less abhorrent, and thus vulnerable to trivialization. In 1986, Susan Rice (presently the subject of unjust Republican opposition to her potential nomination for the position of Secretary of State) argued that:
The greatest evil in omitting or misrepresenting Black history, literature, and culture in elementary or secondary education is the unmistakable message it sends to the black child. The message is ‘your history, your culture, your language and your literature are insignificant. And so are you.’
The implicit message of this particular history lesson was not lost on one 13 year old black girl, who in a state of distress complained to her mother about the humiliation she felt during the class. The mother soon after met with two teachers who refused to acknowledge the harm caused to her daughter, and instead sought to justify the innovative approach of the class. They, and later a third teacher, argued that the class emphasized how the slave trade was largely “divorced from moral and social issues”, and that it had been taught for three years without objection.
wait wait wait
hold it right there
this is a perfect example of how color-blind racism is steeped in anti-Blackness.
they won’t teach the Holocaust the same way, but they will teach American chattel slavery in this manner.
they are human, so it’s a morality issue, but we are not, so no1curr.