Racialized narratives in Dutch history textbooks: a critical race examination / Narrativas racializadas en los libros de texto holandeses: un análisis crítico de raza

Maria Luce Sijpenhof

Resumen


El presente artículo es un análisis cualitativo de las narrativas racializadas en los libros de texto holandeses (1968-2017), ilustrado por ocho representaciones de personas negras seleccionadas de una muestra de 200 libros de texto holandeses de educación secundaria. Puesto que las imágenes son indicadores de racialización, la autora se centra en las narrativas visuales. El artículo concluye que la racialización se despliega a través de dos tipos de estructuras narrativas: a) la racialización a través de la alteridad usando identidades estereotípicas unilaterales y jerarquía racial y b) la racialización a través de la semejanza mantenida a través de marcos ciegos al color, narrativas racializadas y minimización de la referencia a las razas. El artículo además reflexiona sobre el uso de la teoría crítica de la raza (CRT) como marco y el uso de la metodología crítica de la raza (CRM) en combinación con métodos discursivos para el análisis visual y de los libros de texto. Insertando narrativas contrarias, este artículo ilustra que el campo de la historia de la educación, especialmente en Europa, puede hacer un uso mayor de los marcos críticos (de la raza) y de las herramientas de investigación que no disocian los sucesos históricos de las injusticias contemporáneas y persistentes.


Palabras clave


Racialización; Metodología crítica de la raza; Imágenes de libros de texto; Historia de la educación

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DOI: https://doi.org/10.5944/hme.10.2019.22223

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