Drawing inspiration from the critique by Patricia Hill Collins of the “Eurocentric, masculinist knowledge-validation process,” the author examines various ways in which universities, both in Britain and the U.S., have long suppressed critical inquiry into the history of empire, slavery and the slave trade. Parallel to this critique, he examines museums and other memorial sites devoted to slavery in Britain and the U.S., including a small number of initiatives that challenge hegemonic accounts and draw attention to the agency and the resistance of the enslaved. He further draws attention to initiatives within academic institutions in the U.S., Britain and other parts of Europe to challenge dominant accounts of slavery and its legacy.