The representation of Black people in history textbooks and the reproduction of relations of domination
This article presents the results of a study on how textbooks for the “Histoire et éducation à la citoyenneté” (History and Civic Education) program in Québec depict Black people. This study was conducted using a qualitative method based on document and discourse analysis. We adopted a theoretical approach that proposes that the representation of Black people be conceptualized through the angle of relations of domination. The results show that phenomena related to the domination and the exclusion of Black people in society, as recognized by contemporary scientific literature, are reflected in these textbooks (2007-2010). Just like in society, Black people in these textbooks are invisible and mute, relegated to the background with their perspective censored, even when, for example, the subject of slavery is being discussed. The conclusions from this study support the notion that the fight against social exclusion and racism begins in school. It is therefore essential to change both how Black people are represented and how history is told.