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Record W2023725444 · doi:10.4324/9780203840573-11

Gender and Family Life

2010· article· en· W2023725444 on OpenAlexaboutno aff

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldSocial Sciences
TopicColonialism, slavery, and trade
Canadian institutionsnot available
Fundersnot available
KeywordsAtlantic slave tradeAtlantic WorldQuarter (Canadian coin)HistoryWorld historyEconomic historyGeographyAncient historyArchaeology

Abstract

fetched live from OpenAlex

The Atlantic slave trade, which lasted from the mid-fifteenth century until the last quarter of the nineteenth century, was a distinctive event in both global history and the history of slavery. There have been, of course, other large coerced migrations in history, notably in the mid-twentieth century when millions of people in Europe and Asia were moved from place to place in a very short period of time. Moreover, voluntary migration has often exceeded the levels of migration recorded in the Atlantic slave trade. Between 1815 and 1930, 51.7 million people left Europe for other destinations, mostly in the New World, of whom the British alone contributed 18.7 million, or 36 per cent (Richards, 2004: 4-6). As Gwyn Campbell notes in Chapter 3 of this volume, the total volume of the slave trade in the Indian Ocean World probably equalled and perhaps exceeded the volume of captives in the Atlantic slave trade. Yet the Atlantic slave trade was distinctive in a number of important ways. As DavidEltis and David Richardson argue, the Atlantic slave trade was “a new phenomenon in the human experience”. It was “the largest transoceanic forced migration in history” whereby “relatively small improvements to the quality of life of a people on one continent [Europe] … were made possible by the removal of others from a second continent [Africa], and their draconian exploitation on yet a third[the Americas]” (Eltis and Richardson, 2008: 1, 2, 45). As other essays in this volume show, the Atlantic slave trade was the means whereby the Americas were repopulated by Africans, and made profitable to Europeans in the process. The repopulation process was demographically very significant. Before 1820, about four Africans arrived in the Americas for every single European. Between 1760 and 1820, this emigrating flow amounted to 5.6 Africans per one European. By the end of this period, nearly 8.7 million Africans had been taken against their will to the Americas, as opposed to just 2.6 million Europeans, only a small proportion of whom came to the Americas voluntarily (ibid.: 45). Without the Atlantic slave trade, and the continual inflow of forced labour that wentto the plantation societies of the American South, the Caribbean and Iberian America, the Americas would have been much less profitable, much less quickly than they were. As Barbara Solow (1991) notes, it was slavery that ensured colonial economic growth: those areas that had slaves prospered, those that were too poor to be able to exploit slaves languished. Through the Atlantic slave trade, African chattel slavery was made possible in the Americas and, in turn, the plantation system was able to succeed. The disease environment in tropical and sub-tropical regions of the Americas was malign,and the work that labourers were forced to do, especially when required to cultivate sugar cane, proved very injurious to health. Before the nineteenth century, no sugarproducing region and few plantation areas outside the American South were able to have a self-sustaining labouring population. In order to keep the plantation system going, a system that, as Richard Follett argues in Chapter 7 of this volume, devoured human lives, fresh inputs of labour were always required. These inputs were achieved through the increasingly more economically efficient transportation of captive Africans from West and Central Africa in what became known as the triangular trade (ships coming from Europe, picking up slaves in Africa, and depositing them in the Americas before returning to Europe). The consequences of this trade were profound for all four continents involved. It was a primary way in which an Atlantic world was created in “one of the most ambitious experiments in social engineering of the early modern era: the establishment of slave plantations” (ibid.; Osterhammel and Petersson, 2005: 47). Nevertheless, the Atlantic slave trade was more than just an economic event. It wasboth a profound tragedy, one of the worst and most sustained crimes committed in history, and also an arena of dramatic social transformation. The Atlantic slave trade was the most visible indication in the Atlantic of how the Columbian encounter had opened up a virtually unconstrained form of capitalism, in which morality was placed below economic gain, and where slave traders devised new and ingenious ways in which to reduce everything, including people, to the status of commodities. The commodification of people was, as Stephanie Smallwood argues, an ultimate expression of the power of the market to alter social sensibility. The Atlantic slave trade, she suggests, was where “individual paths of misfortune merged into the commodifying Atlantic apparatus – the material, economic, and social mechanisms by which the market molded subjects into beings that more closely resembled objects – beings that existed solely for the use of those that claimed to hold them as possessions”. At bottom, the slave trade became a battle for souls, to use the religious language favoured by abolitionists in late-eighteenthcentury Britain, who saw in the slave trade a visible manifestation of original sin. Slavers tried to deny slaves’ full personhood through the commodification of Africans into slaves. Africans, as Smallwood states, “tried to restore through her unassisted agency the pulse of social integration that saltwater slavery threatened to extinguish”. The Atlantic slave trade, therefore, was crucial in helping to shape African diasporas in the New World (Smallwood, 2007a: 63, 182, 187).

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.786
Threshold uncertainty score0.402

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.038
GPT teacher head0.312
Teacher spread0.274 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations3
Published2010
Admission routes1
Has abstractyes

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