Dehumanizing Narratives of Slavery in Textbook Illustrations

• In Event: Visualizing Afro-Dignity: Scrutinizing Puerto Rican Elementary History Textbooks for Racial Justice

Abstract

Objectives:
Using visual analysis, this presentation will address the different ways in which textbook illustrations about the slavery period promote a discourse that is dehumanizing. Particular attention will be paid to the overuse use of nameless, de-personalized, black and white illustrations to represent slavery vis a vis the use of color illustrations to depict other historical events including Spanish colonialism and indigenous resistance to it. We aim to raise awareness about the harmful impact these and other contrasts can have on perpetuating stereotypes and reinforcing anti-black racial biases. By analyzing and discussing examples of such images, we seek to promote a deeper understanding of the historical context of slavery on the island, fostering empathy and sensitivity towards the experiences of enslaved individuals. The presentation will also suggest alternative approaches for illustrating the history of slavery, encouraging the inclusion of dignifying representations that can support a more equitable education for all Puerto Rican students.
Theoretical Framework:
This project is predicated upon the assertion that modern representations of slavery frequently employ dehumanizing narratives, exemplified through the utilization of stereotyping, marginalization, and erasure of the experiences of those enslaved. Consequently, such portrayals inadvertently obscure the contemporary implications of slavery, creating a perception of it as a remote historical phenomenon, while disregarding its enduring legacies and effects on present-day racial disparities. This presentation calls attention to how visual strategies such as the prevalent use of black and white pictures contributes to the dehumanization of enslaved individuals, rendering them as anonymous, indistinguishable entities.
Methods:
This research draws primarily upon content analysis of all the fourth-grade textbooks currently employed for social studies within the public education system of Puerto Rico. The study used systematic categorization of images based on their thematic content and image type. The pertinent themes explored in this analysis encompass Spain, Colonization, Indigenous people (Taínos), Africa, and enslavement. A comparative and quantitative analysis was conducted to explore the representation of the thematic categories.
Results and conclusions
We found that there is a significantly higher percentage of black and white imagery in textbook content dedicated to discussing Africa and enslavement in comparison to other historical topics. Among the four textbooks analyzed, a total of 193 images are distributed across the identified themes, with 87 images associated with Spain and Colonization, 65 images featuring Indigenous people (Taínos), and 41 images pertaining to Africa and enslavement. This distribution disparity among the categories highlights an evident inequity in the representation of historical narratives.
The findings of this analysis underscore the perpetuation of dehumanizing narratives, particularly targeted at the enslaved population, specifically black men and women subjected to involuntary enslavement. These representations contribute to a perceptual divide between contemporary students and the enslaved individuals of the past, potentially fostering the misconception that the repercussions of slavery have been confined to a distant historical era. This research calls for a critical examination of the visual materials used in these textbooks to promote more equitable and empathetic portrayals of historical events.

Author

• Anais Couvertier Garay, University of Puerto Rico