English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In countries from which enslaved Africans were forcibly taken to the new world, critical discussion of the Transatlantic Slave Trade (TST) and its Diaspora remains elusive, especially in educational spaces. Ghana is one such country that is deeply connected to the TST and yet struggles to engage it in the social studies syllabus. This article contributes to this literature by using a single instrumental case study approach to interrogate the inherent contradictions in Ghana’s collective remembering of the TST and its Diaspora in the junior high school (JHS) social studies syllabus. Using data from nine interviews and a directed content analysis of the 2007–2019 JHS social studies syllabus, I find that while the syllabus highlights the TST, it fails to critically and deeply engage students on either the TST or its Diaspora. Rather, it situates the TST as a minor event in the broader and monumental colonial, anti-colonial, and post-independence narratives. Ultimately, this creates misinformation and ignorance about the TST and its Diaspora among Ghanaian youth, further facilitating a disconnection between them and the TST’s Diaspora. In the article, I discuss broader implications for African and African Diaspora relationships and solidarity. I recommend a critical collective remembering (CCR) approach to teaching the TST which comprehensively highlights actors, victims, survivors, counter-narratives, and contemporary implications. CCR uses relevant creative, technology-based, and collaborative pedagogical and dialogical methods to make this history and social studies education relevant and meaningful for the younger generation.

Collective memory and the transatlantic slave trade: Remembering education towards new diasporic connections