This course provides a historical exploration of the Atlantic slave trade, examining its lasting impact on relations between the Global North and South, as well as between the West and the East.

After a comparative analysis of the slave systems of ancient Greece, the Roman Empire, and the Islamic world, the focus will shift to the transformations that affected the slave trade following the discovery and conquest of America. Special attention will be paid to the increasing trafficking of African labor, with the rise of new colonial powers — such as France and the United Kingdom — alongside the traditional trade routes of Spain and Portugal. 

The course will then delve into the historical, cultural, and economic factors that led to the abolition of the slave trade, highlighting the role of abolitionist movements emerging from civil society. It will also analyze the strategies employed by slave regimes to circumvent legal prohibitions, such as the use of indentured labor: forms of debt slavery that affected the caboclos, the Yucatecan Indians and the Asian laborers (from Indian Girmitiyas to Chinese coolies).

Additionally, the course will investigate education’s role in either perpetuating or challenging historical oppression. Following a brief introduction to liberation theology, the courese will center on Freire’s distinction between the "pedagogy of the oppressor" and the "pedagogy of the oppressed," between "cultural invasion" and "dialogical action," emphasizing how educational practices can reinforce subjugation or open spaces for emancipation.

In line with the learning objectives of the L19 degree program, the course aims to equip students with socio-historical awareness, fostering greater empathy toward migrant communities they will engage with professionally. It also seeks to develop a critical understanding of past events that have left enduring marks on contemporary non-Western contexts.
 

The course focuses on three thematic areas that will be made to interact during lessons.

- The Atlantic slave trade

Ancient Greece, Roman Empire, Islamic expansion; the role of slavery in the development of the West; conquest of America and demand for labor; the Iberian route; the role of France and the United Kingdom; capture, labor, export; Africa at the time of the Atlantic slave trade; the impact of the slave trade on American society and culture; the effects of the French Revolution; the anti-slavery revolution of Santo Domingo; the end of the slave trade; the repercussions of the end of the slave trade on the abolition of slavery; indentured slavery (caboclos, Yucatec Maya, Girmitiyas, coolies).

- Education, culture, and slavery

Missionaries in Africa; the encomienda; linguistic mixing and communication in plantations; religious beliefs; phrenology; Liberté, Égalité, Fraternité; the philosophical origins of the anti-slavery movement; Quakers and Methodists; abolitionism and popular circles; magazines; the change in global public opinion; the "yellow peril"; Sinophobia and the "Chinese Exclusion Act".

- Pedagogy of the oppressed

Humanization and dehumanization; the fear of freedom; emergence or submersion; the culture of silence; anesthesia and conscientization; the "banking" model of education; necrophilia and biophilia; the "problematizing" conception of education; foundational visions; repressive anti-dialogicity and paternalistic anti-dialogicity; cultural invasion; mass manipulation; pedagogy of liberation; overcoming cultural and social dualisms; the educational models of the dominators; the mythical survivals of the past; cultural circles; Paulo Freire's pedagogy and its historical reception.

None.

Students are expected to acquire the following skills.

Knowledge of the historical-social phenomena analyzed during the course. Ability to recognize their causes, developments, and interconnections. Understanding of the relationship between pedagogy and social history, as well as the role of education in legitimizing or overcoming the power structures examined.

Comprehension of the historical-social events and historiographical categories discussed during the course, with the ability to develop theoretical and practical-empirical insights. Capacity to apply learned concepts to examples beyond those provided by the teacher.

Ability to establish connections between different events and concepts covered in the course, highlighting their similarities and divergences. Capacity to critically reflect on the themes, topics, authors and texts presented. Ability to express well-supported opinions on the subject matter.

Ability to clearly and accurately present the historical-social issues addressed, using the categories and concepts illustrated during the course.

Ability to use knowledge and concepts to reason according to the discipline’s logic. Capacity to identify, based on course content, the contradictions present in different historical-social contexts.
 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

None.

Teaching

Lectures. Concurrent study of the assigned texts and provided materials in all the specified sections during class attendance.

Attendance

Not required.

Course books

- Herbert S. Klein, Il commercio atlantico degli schiavi, Carocci, Roma 2014 (pp. 21-105 e 203-259).

- Paulo Freire, Pedagogia degli oppressi, EGA-Edizioni Gruppo Abele, Torino 2022 (pp. 41-96; 141-204; 209-238).

- Study of materials uploaded to moodle.it

Assessment

The expected learning outcomes will be assessed through a written test with three open questions.
The time available to answer the proposed questions is 1 hour and 30 minutes.

The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the response, the acquisition of cultural foundations capable of developing critical assessment skills. 
Each of the criteria is assessed on a four-level scale of values/ratings. Particular weight is given to the first two criteria.
The written test grade is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Individual study of the exam program in its entirety.

Attendance

Not required.

Course books

- Herbert S. Klein, Il commercio atlantico degli schiavi, Carocci, Roma 2014 (pp. 21-105 e 203-259).

- Paulo Freire, Pedagogia degli oppressi, EGA-Edizioni Gruppo Abele, Torino 2022 (pp. 41-96; 141-204; 209-238).

- Study of materials uploaded to moodle.it

Assessment

The expected learning outcomes will be assessed through a written test with three open questions.
The time available to answer the proposed questions is 1 hour and 30 minutes.

The evaluation criteria are: the level of mastery of knowledge, the degree of articulation of the response, the acquisition of cultural foundations capable of developing critical assessment skills. 
Each of the criteria is assessed on a four-level scale of values/ratings. Particular weight is given to the first two criteria.
The written test grade is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Upon request of students, supplementary and/or in-depth lessons will be arranged.