"The Dutch Atlantic" investigates the Dutch involvement in the transatlantic slave trade and assesses the historical consequences of this for contemporary European society. Kwame Nimako and Glenn Willemsen show how the slave trade and slavery intertwined economic, social and cultural elements, including nation-state formation in the Netherlands and across Europe. They explore the mobilization of European populations in the implementation of policies that facilitated the slave trade and examine how European countries created and expanded laws that perpetuated colonization. Addressing key themes such as the incorporation of former slaves into post-slavery states and contemporary collective efforts to forget and/or remember slavery and its legacy in the Netherlands, this is an essential text for students of European history and postcolonial studies.

"The Dutch Atlantic" investigates the Dutch involvement in the transatlantic slave trade and assesses the historical consequences of this for contemporary European society. Kwame Nimako and Glenn Willemsen show how the slave trade and slavery intertwined economic, social and cultural elements, including nation-state formation in the Netherlands and across Europe. They explore the mobilization of European populations in the implementation of policies that facilitated the slave trade and examine how European countries created and expanded laws that perpetuated colonization. Addressing key themes such as the incorporation of former slaves into post-slavery states and contemporary collective efforts to forget and/or remember slavery and its legacy in the Netherlands, this is an essential text for students of European history and postcolonial studies.

An underlying assumption undergirding institutions of higher education is that they serve as a means to upward socioeconomic mobility and, in turn, a way to address poverty that is tied to certain racialized/sexualized bodies. Although the education crisis is not an American or European problem in the geographic sense, but instead a global problem that plays itself out differentially across space and time, this volume focuses on the westernized university, in the US and abroad. It asks questions about what is westernized about the university, what its aims are, and how those who work in, through and outside these sites of knowledge production-with local or global social movements-can participate in the slow, careful process of decolonizing the westernized university. Decolonizing the Westernized University: Interventions in Philosophy of Education from Within and Without provides a sharper understanding of the crisis and the responses to the westernized university at multiple sites around the world. As an intervention in the philosophy of education discourse, which tends to assume the university is a neutral space, this collection will be of particular value to students and scholars working in philosophy of education, Latina/o philosophy, Africana philosophy, social epistemology, education, cultural studies, and ethnic studies, as well as to intellectual activists in the United States, south of the border, and around the world.