How Thomas Nelson and Sons' Royal Readers Textbooks Helped Instill the Standards of Whiteness into Colonized Black Caribbean Subjects and Their Descendents

Datos Bibliográficos

ID19003094
AutoresValerie Joseph (University of Massachusetts Amherst, autor de correspondencia)
Año2012
Volumen20
Número2
Páginas146-158
Fecha de publicación2012-09-07
Open AccessSí
TipoARTICLE
RevistaTransforming Anthropology (JOURNAL)
Identificadores de la revistaISSN: 1051-0559 • E-ISSN: 1548-7466
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1548-7466.2012.01156.x
OpenAlexW2160007765
IdiomaEN
Citas recibidas4
Referencias citadas16

This essay looks at a key component of the colonial-era curriculum in Grenada, West Indies—the Royal Readers textbooks. A close analysis of three stories in volume Royal Readers No. 4 reveals the textbooks communicate several unstated and often unrecognized tenets of ideological whiteness, instilled by the colonial authorities to augment a project of subjugated and unquestioning acquiescence to their imperial power. A dynamic of a present-day avoidance of historical critique seems to have remained in the society, in part because of an enduring and potent ideology of whiteness. And yet, a brief description of the responses of some attendees to a presentation that included parts of this essay, suggests that the issue of historical erasure is of serious concern to many Carriacouans. The implication is that researchers who report directly to community members about their findings, may be able to support them in a critical engagement with their heritage

Acquiescence · Colonialism · Curriculum · Ideology · Pedagogy · Political science · Politics · Sociology · Australian History and Society · Caribbean history, culture, and politics · Gender Studies · History · Law · Medicine · Postcolonial and Cultural Literary Studies

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