Hostname: page-component-5d84bcc8dc-sxhvn Total loading time: 0 Render date: 2026-09-09T06:11:12.807Z Has data issue: false hasContentIssue false
  • English
  • Français

(E)RACING SLAVERY

Racial Neoliberalism, Social Forgetting, and Scientific Colonialism in Dutch Primary School History Textbooks1

Published online by Cambridge University Press:  07 August 2014

Melissa F. Weiner
Melissa F. Weiner*
Affiliation:
Department of Sociology and Anthropology, College of the Holy Cross
*
*Corresponding Author: Melissa F. Weiner, Sociology and Anthropology Department, College of the Holy Cross, 1 College Street, Box 69A, Worcester, MA, 01610. E-mail: mfweiner@holycross.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

Textbooks are explicitly racial texts that offer important insights into national memories of slavery and colonialism. The Dutch have long engaged in the social forgetting of slavery even as race served as an organizing principal during centuries of colonial domination of the Dutch West Indies and Suriname. While the Dutch have recently begun to address their history of enslavement, they have yet to sufficiently address how the discursive legacies of slavery continue to impact the lives of Afro-Dutch descendants of enslaved2 Africans and White Dutch in The Netherlands today. This paper uses qualitative content and discourse analytic methods to examine the depiction of slavery, The Netherlands’ role in the slave trade and enslavement, and the commemoration of slavery in all Dutch primary school history textbooks published since 1980 to address questions of whether textbooks feature scientific colonialism to perpetuate The Netherlands’ social forgetting of slavery in a nation that denies the existence of race even as racialized socioeconomic inequalities persist. A Eurocentric master narrative of racial Europeanization perpetuates Dutch social forgetting of slavery and scientific colonialism to both essentialize Afro-Dutch and position their nation squarely within Europe’s history of enslavement even while attempting to minimize their role within it. Findings have important implications for both The Netherlands and all nations with histories of enslavement as the discourses and histories presented in textbooks impact generations of students, who shape local and national policy regarding racial minorities, racial identities, and ideologies.

Keywords

SlaveryEducationTextbooksThe NetherlandsRacial Europeanization

Information

Type
State of the Art
Information
Du Bois Review: Social Science Research on Race , Volume 11 , Issue 2 , Fall 2014 , pp. 329 - 351
Copyright
Copyright © Hutchins Center for African and African American Research 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Allen, Van S. (1971). An Analysis of Textbooks Relative to the Treatment of Black Americans. Journal of Negro Education, 40(2): 140–145.Google Scholar
Alridge, Derrick P. (2006). The Limits of Master Narratives in History Textbooks: An Analysis of Representations of Martin Luther King, Jr. Teachers College Record, 108(4): 662–686.Google Scholar
Apple, Michael W. and Christian-Smith, Linda K. (1991). The Politics of the Textbook. In Apple, Michael W. and Christian-Smith, Linda K. (Eds.), The Politics of the Textbook, pp. 1–21. New York: Routledge.Google Scholar
Araújo, Marta and Maeso, Silvia Rodríguez (2012a). History Textbooks, Racism and the Critique of Eurocentrism: Beyond Rectification or Compensation. Ethnic and Racial Studies, 35(7): 1266–1286.Google Scholar
Araújo, Marta and Maeso, Silvia Rodríguez (2012b). Slavery and Racism as the ‘Wrongs’ of (European) History: Reflections from a Study on Portuguese Textbooks. In Hamilton, Douglas, Hodgson, Kate, and Quirk, Joel (Eds.), Slavery, Memory and Identity, pp. 151–166. London: Pickering and Chatto.Google Scholar
Berserik, Teun (2005). Korte Klapper Geschiedenis. Gronigen, Netherlands: Scala Leuker Leren.Google Scholar
Blakely, Allison (1993). Blacks in the Dutch World: The Evolution of Racial Imagery in the Modern Society. Bloomington, IN: Indiana University Press.Google Scholar
Boivin, Bertus and Torreman, Kees (1994). Toegang Geschiedenis 2. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
Boivin, Bertus and Torreman, Kees (1995). Toegang Geschiedenis 3. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
Brenninkmeyer, K., Houdt, Paul van, and Leeuw-Roord, Joke van der (1995). Wereldbeelden: Van Geschiedenis tot Perspectief, Deel 2. Meppel, Netherlands: Edu’Actief.Google Scholar
Broeck, Sabine (2003). Traveling Memory: The Middle Passage in German Representation. The Massachusetts Review, 44(1/2): 157–166.Google Scholar
Brown, Anna-Kay (2012). Trapped by Narcissism: A Disillusioned Dutch Society. Macalester International, 30(7): 22–46.Google Scholar
Brown, Anthony L. and Brown, Keffrelyn K. D. (2010). Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence Toward African Americans. Teachers College Record, 112(1): 31–67.Google Scholar
Buijtendijk, C. J., Kuperus, W., and Seip, C. J. (1986). Geschiedenis in Onderwerp en Opdracht: Geschiedenis als Aspect van Wereldoriëntatie, Leerlingboek 5. Amsterdam, Netherlands: Meulenhoff.Google Scholar
Cain, Artwell (2013). Personal communication, January 21.Google Scholar
Carlson, Dennis (2003). Troubling Heroes: Of Rosa Parks, Multicultural Education and Critical Pedagogy. Cultural Studies – Critical Methodologies, 3(1): 44–61.Google Scholar
Cha-Jua, Sundiata Keita and Weems, Robert R. E. J. (1994). Coming Into Focus: The Treatment of African Americans in Post-Civil War United States History Survey Texts. Journal of American History, 80(4): 1408–1419.Google Scholar
Cocker, Mark (2001). Rivers of Blood, Rivers of Gold: Europe’s Conquest of Indigenous Peoples. New York: Grove.Google Scholar
Cole, Mike (2004). “Rule Britannia” and the New American Empire: A Marxist Analysis of the Teaching of Imperialism, Actual and Potential, in British School Curriculum. Policy Futures in Education, 2(3&4): 523–538.Google Scholar
de Bruin, Ron (2001). Een Zee van Tijd: Geschiedenis voor de Basisschool, Leerlingboek F, 6th Ed. Tilburg, Netherlands: Zwijsen.Google Scholar
de Bruin, Ron (2003a). Een Zee van Tijd: Geschiedenis, Lesboek 8. Tilburg, Netherlands: Zwijsen Educatief.Google Scholar
de Bruin, Ron (2003b). Een Zee van Tijd: Geschiedenis, Lesboek 7. Tilburg, Netherlands: Zwijsen Educatief.Google Scholar
de Bruin, Ron (2003c). Een Zee van Tijd: Geschiedenis, Werkboek 8–1. Tilburg, Netherlands: Zwijsen Educatief.Google Scholar
de Bruin, Ron (2003d). Een Zee van Tijd: Geschiedenis, Werkboek 7–2. Tilburg, Netherlands: Zwijsen Educatief.Google Scholar
de Groot, Sylvia (1975). The Boni Maroon War 1765–1793, Suriname and French Guyana. Boletín de Estudios Latinoamericanos y del Caribe, 18: 30–48.Google Scholar
de Kiefte, Kees (1986). Spoorzoeken in de Tijd, Werkboek 4. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
de Vos, Mieke (2009). The Return of the Canon: Transforming Dutch History Teaching. History Workshop Journal, 67(1): 111–124.Google Scholar
Deveau, Jean-Michel (2001). Towards the Pedagogy of the History of the Slaver Trade. In Diène, Doudoe (Ed.), From Chains to Bonds: The Slave Trade Revisited, pp. 397–415. Oxford, UK: Berghahn Books.Google Scholar
Drescher, Seymour (1994). The Long Goodbye: Dutch Capitalism and Antislavery in Comparative Perspective. American Historical Review, 99(1): 44–69.CrossRefGoogle Scholar
Eichstedt, Jennifer L. and Small, Stephen (2002). Representations of Slavery: Race and Ideology in Southern Plantation Museums. Washington, DC: Smithsonian Institution Press.Google Scholar
Entoen.nu (2007). Slavery, circa 1637–1863: Human Trafficking and Forced Labor in the New World. The Hague, Netherlands. <http://www.entoen.nu/slavernij> (accessed October 24, 2012).+(accessed+October+24,+2012).>Google Scholar
Emmer, Pieter (1972). History of the Dutch Slave Trade. Journal of Economic History, 32(3): 728–747.Google Scholar
Essed, Philomena (1991). Understanding Everyday Racism: An Interdisciplinary Theory. Newbury Park, CA: Sage.Google Scholar
Essed, Philomena and Nimako, Kwame (2006). Designs and (Co)Incidents: Cultures of Scholarship and Public Policy on Immigrants/Minorities in The Netherlands. International Journal of Comparative Sociology, 47(3–4): 281–312.Google Scholar
Essed, Philomena and Trienekens, Sandra (2008). “Who Wants to Feel White?” Race, Dutch Culture, and Contested Identities. Ethnic and Racial Studies, 31(1): 52–72.Google Scholar
Fenger, Paul and Siemensma, Ferry J. (2004). Tijdstip: Geschiedenismethode voor de Basisschool, Leerlingboek 7. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
Fenger, Paul and Siemensma, Ferry J. (2005). Tijdstip: Geschiedenismethode voor de Basisschool, Werkboek 7. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
Fereday, Jennifer and Muir-Cochrane, Eimear (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1): 80–92.Google Scholar
Foster, Stuart J. (1999). The Struggle for American Identity: Treatment of Ethnic Groups in United States History Textbooks. History of Education, 28(3): 251–278.Google Scholar
Giroux, Henry (1997). Racial Politics and the Pedagogy of Whiteness. In Hill, Mike (Ed.), Whiteness: A Critical Reader, pp. 294–315. New York: New York University Press.Google Scholar
Giroux, Henry A. and McLaren, Peter (1989). Critical Education, the State and Cultural Struggle. Albany, NY: State University of New York Press.Google Scholar
Godreau, Isar P., Cruz, Mariolga Reyes, Franco Ortiz, Mariluz, and Cuadrado, Sherry (2008). The Lessons of Slavery: Discourses of Slavery, Mestizaje, and Blanqueamiento in An Elementary School in Puerto Rico. American Ethnologist, 35(1): 115–135.Google Scholar
Goldberg, David Theo (2009). The Threat of Race: Reflections on Racial Neoliberalism. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Gordy, Laurie L. and Pritchard, Alice A. M. (1995). Redirecting Our Voyage Through History: A Content Analysis of Social Studies Textbooks. Urban Education, 30(2): 195–218.Google Scholar
Goris, Monique, Bulthuis, Hans, Barge, Katrui ten, Praag, Anna van, and Ooijen, Marijke van (2008a). Brandaan: Geschiedienis, Lesboek 6.’s-Hertogenbosch, Netherlands: Malmberg.Google Scholar
Goris, Monique, Bulthuis, Hans, and Barge, Katrui ten (2008b). Brandaan: Geschiedienis, Werkboek 6.’s-Hertogenbosch, Netherlands: Malmberg.Google Scholar
Grever, Maria, Haydn, Terry, and Ribbens, Kees (2008). Identity and School History: The Perspective of Young People From The Netherlands and England. British Journal of Educational Studies, 56 (1): 76–94.Google Scholar
Grosfoguel, Ramón (2011). Decolonising Post-Colonial Studies and Paradigms of Political Economy: Transmodernity, Decolonial Thinking, and Global Coloniality. Transmodernity, 1(1). <http://escholarship.org/uc/item/21k6t3fq> (accessed June 10, 2012).Google Scholar
Grosfoguel, Ramón and Mielants, Eric (2006). Minorities, Racism and Cultures of Scholarship. Journal of Comparative Sociology, 47(3–4): 179–189.Google Scholar
Helder, Lulu and Gravenberch, Scotty (Eds.) (1998). Sinterklaasje, Kom Maar Binnen Zonder Knecht. Berchem, Belgium: EPO.Google Scholar
Helsloot, John (2012). Zwarte Piet and Cultural Aphasia in The Netherlands. Quotidian: Dutch Journal for the Study of Everyday Life, 3(1). <http://www.quotidian.nl/vol03/nr01/a01> (accessed March 27, 2012).Google Scholar
Hesse, Barnor (2007). Racialized Modernity: An Analytics of White Mythologies. Ethnic and Racial Studies, 30(4): 643–663.Google Scholar
Hira, Sandew (2012). Decolonizing the Mind: The Case of The Netherlands. Human Architecture, 10(1): 53–68.Google Scholar
Hondius, Dienke (2009). Race and the Dutch: On the Uneasiness Surrounding Racial Issues in The Netherlands. In Alghasi, Sharam, Hyland Eriksen, Thomas, and Ghorashi, Halleh (Eds.), Paradoxes of Cultural Recognition: Perspectives from Northern Europe, pp. 39–57. Farnham, UK: Ashgate.Google Scholar
Hondius, Dienke (2011). Access to the Netherlands of Enslaved and Free Black Africans: Exploring Legal and Social Historical Practices in the Sixteenth-Nineteenth Centuries. Slavery and Abolition, 32(3): 377–395.Google Scholar
Hondius, Dienke (forthcoming). Black Dutch Voices: Reports from a Country that Leaves Racism Unchallenged. In Essed, Philomena and Hoving, Isabel (Eds.), Dutch Racism. Amsterdam, Netherlands: Rodopi.Google Scholar
Hoogbergen, Wim (1997). The Boni Maroon Wars in Suriname. Leiden, Netherlands: Brill.Google Scholar
Horton, James and Kardux, Johanna C. (2005). Slavery and Public Memory in the United States and The Netherlands. New York Journal of American History, 46(2): 35–52.Google Scholar
Hughes, Richard L. (2007). A Hint of Whiteness: History Textbooks and Social Construction of Race in the Wake of the Sixties. Social Studies, 98(5): 201–207.Google Scholar
Janssen, Karin E., Maters, Adriaan, and Vonk, Mariska (2010). Varia: Zelfstandig werken: Geschiedenis Tijdvak 6 t/m 10, Groep 7. Amersfoort, Netherlands: ThiemeMeulenhoffGoogle Scholar
Kapelle, Jeroen and Tang, Dirk J. (2008). Zwart, Sambo, Tien Kleine Negertjes, Pijpje Drop, Pompernikkel en Anderen: Het Beeld van de Zwarte Mens in de Nederlandse Illustratiekunst 1880–1980. The Hague, Netherlands: Royal Library.Google Scholar
Kennedy, James C. (2006). The Dutch Canon Debate: Reflections of an American. Low Countries Historical Review, 121(1): 99–105.Google Scholar
King, Joyce Elaine (1992). Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black Community. Journal of Negro Education, 61(3): 341–355.Google Scholar
Klein, Stephan R. E. (2010). Teaching History in the Netherlands: Teachers’ Experiences of a Plurality of Perspectives. Curriculum Inquiry, 40(5): 614–634.Google Scholar
Kleinpenning, Gerard and Hagendoorn, Louk (1993). Forms of Racism and the Cumulative Dimension of Ethnic Attitudes. Social Psychology Quarterly, 56(1): 21–36.Google Scholar
Kratsborn, W. M. L., Verschuren, Ben, and Vermeer, Hans (2007a). De Trek: Geschiedenis is een Belevenis, Groep 8, Werkboek Deel 1: De republiek. Tilburg, Netherlands: ZwijsenGoogle Scholar
Kratsborn, W. M. L., Verschuren, Ben, Vermeer, Hans, and Adriaans, Eveline (2007b). De Trek: Geschiedenis is een Belevenis, Groep 8, Lesboek Deel 1: De republiek. Tilburg, Netherlands: ZwijsenGoogle Scholar
LeCompte, Margaret D. and Preissle, Judith (1993). Ethnography and Qualitative Design in Educational Research, 2nd Ed. San Diego, CA: Academic Press.Google Scholar
Lentin, Alana (2008). Europe and the Silence about Race. European Journal of Social Theory, 11(4): 487–503.Google Scholar
Lindsay, Daryl (2008). Holland’s Politically Incorrect Christmas: Santa’s Little (Slave) Helper. Spiegel Online, December 5. <www.spiegel.de/international/europe/0, 1518, 594674,00.html> (accessed January 13, 2009).Google Scholar
Lyndon, Dan (2006). Integrating Black British History into the National Curriculum. Teaching History, 122: 37–43.Google Scholar
Magubane, Zine (2004). Bringing Empire Home: Race, Class, and Gender in Britain and Colonial South Africa. Chicago, IL: University of Chicago Press.Google Scholar
Melamed, Jodi (2006). From Racial Liberalism to Neoliberal Multiculturalism. Social Text, 24(4): 1–24.Google Scholar
Mills, Charles W. (1999). The Racial Contract. Ithaca, NY: Cornell University Press.Google Scholar
Moschel, Mathias (2011). Race in Mainland European Legal Analysis: Towards a European Critical Race Theory. Ethnic and Racial Studies, 34(10): 1648–1664.Google Scholar
Nimako, Kwame (2012). About Them, But Without Them: Race and Ethnic Relations Studies in Dutch Universities. Human Architecture, 10(1): 45–52.Google Scholar
Nimako, Kwame and Small, Stephen (2012). Collective Memory of Slavery in Great Britain and the Netherlands. In Schalkwijk, Marten and Small, Stephen (Eds.), New Perspectives on Slavery and Colonialism in the Caribbean, pp. 92–115. The Hague, Netherlands: Amrit and NiNsee.Google Scholar
Nimako, Kwame and Willemsen, Glenn (2011). The Dutch Atlantic: Slavery, Abolition, and Emancipation. London: Pluto Press.Google Scholar
NRC Handelsblad (2013). Nederlandse Canon. July 5, p. 12.Google Scholar
Ogden, Nancy, Perkins, Catherine, and Donahue, David D. M. (2008). Not a Peculiar Institution: Challenging Students’ Assumptions About Slavery in U.S. History. The History Teacher, 41(4): 469–488.Google Scholar
Olick, Jeffrey K. (2007). The Politics of Regret: On Collective Memory and Historical Responsibility. New York: Routledge.Google Scholar
Oostindie, Gert (2005). Paradise Overseas, The Dutch Caribbean: Colonialism and its Transnational Legacies. Oxford, UK: Macmillan Education.Google Scholar
Oostindie, Gert (2009). Public Memories of the Atlantic Slave Trade and Slavery in Contemporary Europe. European Review, 17(3&4): 611–626.Google Scholar
Panday, Roy S. and Kouwenberg, Bert (2001). De Grote Reis: Kennisgebieden in Samenhang, Zoekboek 8. Den Bosch, Netherlands: MalmbergGoogle Scholar
Panday, Roy S., Kouwenberg, Bert, and Engelen, Harry (2000). De Grote Reis: Kennisgebieden in Samenhang, Lesboek 7B. ‘s-Hertogenbosch, Netherlands: Malmberg.Google Scholar
Panday, Roy S., Kouwenberg, Bert, and Seffelaar, Wim (1999). De Grote Reis: Kennisgebieden in Samenhang, Lesboek 6A. ‘s-Hertogenbosch, Netherlands: Malmberg.Google Scholar
Pescosolido, Bernica A., Grauerholz, Elizabeth, and Milkie, Melissa A. (1997). Culture and Conflict: The Portrayal of Blacks in U.S. Children’s Picture Books Through the Mid- and Late-Twentieth Century. American Sociological Review, 62(3): 443–464.Google Scholar
Pinar, William F. (1993). Notes on Understanding Curriculum as a Racial Text. In McCarthy, Cameron and Chrichlow, Warren (Eds.), Race, Identity and Representation in Education, pp. 60–70. New York: Routledge.Google Scholar
Postma, Johannes (1972). Dimension of the Dutch Slave Trade from Western Africa. Journal of African History, 13(2): 237–248.Google Scholar
Quijano, Anibal (2000). Coloniality of Power, Ethnocentrism, and Latin America. NEPANTLA, 1 (3): 533–580.Google Scholar
Quijano, Anibal and Wallerstein, Immanuel (1992). Americanity as a Concept, or the Americas in the Modern World System. International Social Science Journal, 134: 549–557.Google Scholar
Ragin, Charles C. (1994). Constructing Social Research. Thousand Oaks, CA: Pine Forge.Google Scholar
Rodney, Walter (1973). How Europe Underdeveloped Africa. London: Bogle-L’Ouverture.Google Scholar
Sivanandan, Ambalavaner (1982). A Different Hunger. London: Pluto Press.Google Scholar
Small, Stephen (2013). Still Back of the Big House: Slave Cabins and Slavery in Southern Heritage Tourism. Tourism Geographies, 15(3): 405–423.Google Scholar
Small, Stephen (2011). Foreward. In Nimako, Kwame and Willemsen, Glenn (Eds.), The Dutch Atlantic: Slavery, Abolition, and Emancipation, pp. xii-xxi. London: Pluto Press.Google Scholar
Swartz, Ellen (1992). Emancipatory Narratives: Rewriting the Master Script in the School Curriculum. Journal of Negro Education, 61(3): 341–355.Google Scholar
Transatlatic Slave Trade Database (2013). <http://www.slavevoyages.com> (Accessed November 17, 2013).+(Accessed+November+17,+2013).>Google Scholar
van Dantzig, Albert (1968). Het Nederlandse Aandeel in de Slavenhandel. Bussum, Netherlands: van Dishoeck.Google Scholar
van der Vlis, Wim (1986). Spoorzoeken in de Tijd, Deel 3. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
van der Vorst, Michel and Weeber, F. J. (2004). Tijdstip: Geschiedenismethode voor de Basisschool, Leerlingboek 8. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
van Dijk, Teun (1984). Prejudice in Discourse: An Analysis of Ethnic Prejudice in Cognition and Conversation. Amsterdam, Netherlands: Benjamins Co.Google Scholar
van Dijk, Teun (2008). Discourse and Power. London: Palgrave.CrossRefGoogle Scholar
van Duinen, G. (1982). Vroeger was het Anders: Geschiedenis voor de Basisschool, Deel 3. Zutphen, Netherlands: Thieme.Google Scholar
van Duinen, G. (1983a). Vroeger was het Anders: Geschiedenis voor de Basisschool, Deel 4. Zutphen, Netherlands: Thieme.Google Scholar
van Duinen, G. (1983b). Vroeger was het Anders: Geschiedenis voor de Basisschool, Werkboekje 4. Zutphen, Netherlands: Thieme.Google Scholar
van Oostrom, Frits (2007). A Key to Dutch History: The Cultural Canon of The Netherlands. Amsterdam, Netherlands: University of Amsterdam Press.Google Scholar
van Reenen, Jan (1998a). De Grote Geschiedenis van een Klein Land, Deel 1: Prehistorie tot 1648. Utrecht, Netherlands: De Banier.Google Scholar
van Reenen, Jan (1998b). De Grote Geschiedenis van een Klein Land, Deel 2: Van 1648 tot Heden. Utrecht, Netherlands: De Banier.Google Scholar
van Stipriaan, Alex (2006). Slavery in the Dutch Caribbean: The Books No One Has Read. In De Barros, Juanita, Diptee, Audra, and Trotman, David V. (Eds.), Beyond Fragmentation: Perspectives on Caribbean History, pp. 69–92. Princeton, NJ: Marcus Wiener Publishers.Google Scholar
Vasta, Ellie (2007). From Ethnic Minorities to Ethnic Majority Policy: Multiculturalism and the Shift to Assimilationism in The Netherlands. Ethnic and Racial Studies, 30(5): 713–740.Google Scholar
Visser-van den Brink, Truus, Huijzer, Marlies, and Siemensma, Ferry J. (2006). Wijzer door de Tijd: Geschiedenismethode. Leerlingboek 7. Groningen, Netherlands: Wolters-Noordhoff.Google Scholar
Wagenaar, Henk B., Baal, Frans van, Maters, Adriaan, and Pijl, Jacques van der (2007). Bij de Tijd: Geschiedenis in Tien Tijdvakken, Groep 8. ‘s-Hertogenbosch, Netherlands: Malmberg.Google Scholar
Wallerstein, Immanual (1974). The Modern World System I: Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century. New York: Academic Press.Google Scholar
Wallerstein, Immanual (1980). The Modern World-System II: Mercantilism and the Consolidation of the European World Economy, 1600–1750. Bingley, UK: Emerald Group Publishing.Google Scholar
Washburn, Leah H. (1997). Accounts of Slavery: An Analysis of US History Textbooks from 1900–1992. Theory and Research in Social Education, 25(4): 470–491.Google Scholar
Wieviorka, Michel (2002). The Development of Racism in Europe. In Goldberg, David Theo and Solomos, John (Eds.), A Companion to Racial and Ethnic Studies, pp. 460–475. Malden, MA: Blackwell.Google Scholar
Willemsen, Glenn (2006). Dagen van Gejuich en Gejubel: Viering en Herdenking van de Afschaffing van de Slavernij in Nederland, Suriname en de Nederlandse Antillen. The Hague, Netherlands: Amrit/NiNsee.Google Scholar
Willinsky, John (1998). Learning to Divide the World: Education at Empire’s End. Minneapolis, MN: University of Minnesota Press.Google Scholar
Wilschut, Arie (2002). Historical Consciousness as an Objective in Dutch History Education, English Summary of the Proposals by the Commission on History and Social Sciences. Amsterdam, Netherlands: Netherlands Institute for Teaching and Learning History.Google Scholar
Winant, Howard (2001). The World is a Ghetto: Race and Democracy Since World War II. New York: Basic Books.Google Scholar
Woodson, Carter G. (2000[1933]). The Miseducation of the Negro. Chicago, IL: African American Images.Google Scholar
Wynter, Sylvia (1992). Don’t Call Us Negroes: How Multicultural Textbooks Perpetuate Racism. San Francisco, CA: Aspire.Google Scholar
Zimmerman, Jonathan (2002). Whose America? Culture Wars in the Public Schools. Cambridge, MA: Harvard University Press.Google Scholar
Zunder, Armand (2010). Herstelbetalingen: De ‘Wiedergutmachung’ voor de Schade die Suriname en haar Bevolking Hebben Geleden onder het Nederlands Kolonialisme. The Hague, Netherlands: Amrit.Google Scholar