Welcome to the conversation!

Welcome to the conversation!

Harriet Beecher Stowe's (1811-1896) best-selling anti-slavery novel Uncle Tom's Cabin (1852), made her the most famous American woman of the 19th century and galvanized the abolition movement before the Civil War.

The Stowe Center is a 21st-century museum and program center using Stowe's story to inspire social justice and positive change.

The Salons at Stowe programs are a forum to connect the challenging issues (race, gender and class) that impelled Stowe to write and act with the contemporary face of those same issues. The Salon format is based on a robust level of audience participation, with the explicit goal of promoting civic engagement. Recent topics included: Teaching Acceptance; Is Prison the New Slavery; Traces of the Trade: A Story from the Deep North; Creativity and Change; Race, Gender and Politics Today; How to be an Advocate

This blog will expand the reach of these community conversations to the online audience. Add your posts and comments to keep the conversation going! Commit to action by clicking HERE to stay up to date on Salon and social justice news.

For updates on Stowe Center programs and events, sign up for our enews at http://harrietbeecherstowe.org/email.

Friday, September 27, 2013

When is a child a slave? An interdisciplinary colloquium on October 18, 2013 at UCONN

Though humans have enslaved one another for millennia, there are more people enslaved today than at any other point in history. Most tragic is the enslavement of innocent children though human and labor trafficking. Join the University of Connecticut for When is a child a slave? Children’s Labor And Children’s Rights, 1760-2014, an interdisciplinary colloquium on Friday, October 18th, 2013 from 11am-4:30pm. For more information, see the flier and schedule of speakers below or contact Anna Mae Duane at amduane1@gmail.com.

This colloquium, and the publication that will emerge from it, argues that children occupy a critical lacuna in discussions of slavery coerced labor and trafficking, whether our focus is on the nineteenth century or the twenty-first. Until we acknowledge largely undertheorized assumptions about the recipient of human rights (often idealized as a rights-bearing, autonomous adult) we cannot address the economic and social forces that expose children to coerced labor and slave-like conditions. Thus we argue that childhood studies can expose gaps in how we think about, study and teach the history of coerced labor. As we critique and discard outmoded and inaccurate ideas innocent cherubs and heroic rescues, we are in a position to more effectively advocate for solutions that  address the needs of affected individuals and their families.

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