Slavery’s destructive impact is still felt today. For more than four centuries, the Americas, Europe, and Africa were inextricably linked via the transatlantic slave trade. Estimates suggest that more than 12.5 million enslaved Africans were forcibly transported across the Atlantic Ocean to North and South America and the Caribbean. According to Paul Gilroy, this created the “Black Atlantic,” a “culture that is not specifically African, American, Caribbean, or British, but all of these at once.” Although slavery was formally ended in the Americas in the course of the nineteenth century, its legacy remains highly visible in all societies touched by this mass forced migration. This course will examine the politics of remembering and forgetting slavery and its legacies from a transatlantic perspective. We will read Narrative of Frederick Douglass, an American Slave (1845) and a number of novels inspired by Douglass’s and other slave testimonies including Lawrence Hill’s The Book of Negroes (2007), Toni Morrison’s Beloved (1987), and Yaa Gyasi’s Homegoing (2016). We’ll also watch a number of films: D. W. Griffith’s The Birth of a Nation (1915), Spike Lee’s 2018 film BlacKkKlansman (partly a satire on Griffith’s film), and Steve McQueen’s Oscar-winning film Twenty Years A Slave (2013).
We’ll also engage with the contested memory of the American Civil War and read articles about the memorialization of slavery throughout the Atlantic world. Finally, we will study how slavery is remembered and represented in museums and historic sites under the influence of new trends in museum studies and in the context of public debates. To do so, we will visit the Tropenmuseum in Amsterdam together; subsequently student groups will select and visit a Dutch museum, or historic and/or heritage site of their choice and make a video presentation of the memory of slavery (or, in some cases, lack thereof) presented there (or alternately elsewhere in the Atlantic world, for example slavery memorials in Europe, the U.S. or Africa).
This course seeks to:
provide students with a critical understanding of how slavery has been represented, contested, and remembered (or sometimes “forgotten”) in autobiographical and fictional texts and films, as well as museum exhibits and public heritage sites;
provide students with a critical understanding of relevant theoretical concepts from trauma theory and memory studies (trauma versus narrative memory, witnessing, multidirectional memory);
provide students with basic knowledge of recent trends in museum studies (“the new museology”, museum as “contact zone,” museum as enabler of social change);
enable students to develop their skills to conduct independent research, both individual ly and in a group;
enable students to develop oral and written communication skills in English (discussion, essay, video script).
Students also learn:
to analyze a curated exhibit/heritage site or tour systematically and critically (as if it were a text), making use relevant theoretical concepts (see above);
as a group, to summarize and communicate main findings in a video presentation (video script and Storyboard, animated powerpoint, voice recordings, etc.) and to learn to post this on digital platform Pitch2Peer (Blackboard);
to develop basic video production skills (with assistance from Leiden University ExpertiseCentrum Online Leren [ECOLe]);
to reflect critically on the process of producing the video and the final product (group video) and to provide online peer review of the videos of other groups.
The timetable will be available on the website
Mode of instruction
Total course load 10 EC x 28 hours = 280 hours
Tutorials: 26 hours
Preparation tutorials = Study of compulsory literature
Study of compulsory literature/film screening: 100 hours
Excursion to Tropenmuseum: 8 hours
blog post about Tropenmuseum (300 words) = 8 hours
Group video presentation (incl.research field trip,video script + StoryBoard, to museum, heritage site, etc.): 68 hours
Research essay (2000-2500 words): 70 hours
Attendance and participation (in-class discussion, critical self-reflection and peer-review of video): 10%;
Research essay c. 2000-2500 words (60%);
Blog post about Tropenmuseum (75 words): 10%;
Group video presentation, 8 to 10 minutes (30%).
If the final grade is insufficient, only the essay can be rewritten.
Attendance is compulsory. Missing more than three tutorials means that students will be excluded from taking the exam (in casu essay and other assignments) and resits. Consequently, the course cannot be completed during that particular academic year. Unauthorized absence also applies to being unprepared and/or not bringing the relevant course texts to class.
How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized.
Blackboard will be used to provide students with specific information about (components of) the course, such as course syllabus, some of the assigned readings, discussion questions, and essay topics. Also recommended articles and relevant websites.
Frederick Douglass, The Narrative of Frederick Douglass (Dover Thrift ed. ISBN 978 0 486 28499 6
Toni Morrison, Beloved (Vintage ISBN 978-0099511656)
Lawrence Hill, The Book of Negroes Note: published in US under the title Someone Knows My Name
Yaa Gyasi, Homegoing (Vintage)
Links to additional readings on trauma, memory and museum studies will be posted on Blackboard (BB)
Enrolment through uSis is mandatory.
Registration Studeren à la carte and Contractonderwijs
For information concerning the content of this course please contact the course coordinator is dr. Joke Kardux.
For practical information Student administration Van Eyckhof
This course is part of both the minor American studies and the minor Cultural Memory of War and Conflict as well as the pre-master North American Studies.