Dutch tolerance, innocence and color-blindness: an analysis of the Dutch slavery past in educational history textbooks

Abstract

This research centers on the Dutch national identity of innocence, tolerance and color-blindness, as articulated in the Dutch slavery past. It examines whether we can discern a shift in the narrative of tolerance and innocence that is reflective of the increased awareness- and critique of race(ism) in Dutch society, emanating from recent years of public debate. It does so by analysing the textual representation of the transatlantic slave trade, slavery and the Dutch role in these practices in two series of history textbooks for Dutch secondary education, stemming from 2009 and 2019. Relying mostly on qualitative tools, this research employs elements from discourse and linguistic analysis to illustrate which textual elements serve to uphold or disrupt the national narrative of tolerance, innocence and color-blindness. The research concludes by stating that the current portrayal of the Dutch slavery past in history textbooks past does not demonstrate a significant shift away from its depiction in the 2009 books. Therefore, it does not reflect a substantial change in the national narrative of tolerance, innocence and color-blindness.