As an avid history enthusiast, I have always found it to be a way to understand where we came from. History class, whether American, Global, or Art history, has always been intriguing to me. However, as I got older, the history class became more mature, and the details became more gruesome as the assumption was that we were now old enough to hear it. By the time I got to college, history class was everything out in the open without any worry that it would be too much for anyone, or so I thought.
As part of my internship this semester, I had to watch a historical docuseries created by Netflix for the purpose of interviewing the drama director. The docuseries was known as “African Queens: Njinga,” which told the story of not only the first female king of Africa but also the first female king to be recognized by the Catholic Church. This woman’s story took place during the 15th century, a time when the Catholic Church was running practically everything, so for her to be recognized by it was not an easy feat and something I would consider a global achievement during that time. However, once I finished watching this series, one question was still in my mind: Why had I never heard of her? I took global history twice during my high school years as American history and Global history were rotated between each grade, with global history being grades 10 and 12 while American history was grades 9 and 11.
I can understand why I wouldn’t have heard of her if it was American History class, but Global History? I definitely think it would have been worth mentioning her, considering the time period and the religious hierarchy she was recognized to have achieved. But for some reason, she was never mentioned.
The question became more pressing haven looked back at past articles I wrote. Back in February of this year, Governor DeSantis of Florida backed up Florida officials when they rejected a new advanced placement course that would teach high school-level students about African American Studies. The advanced placement course was eventually accepted to be taught but only after there was some very obvious altering to the course in which certain key figures were removed or omitted, as well as the Critical Race Theory being removed from the class discussion as well.
As someone who is a fan of history, I wanted to find out why certain things seemed to be omitted or removed from history. I especially found it odd that the history being removed or ignored seemed to only pertain to African American History. No wonder Bret Stephens writes of The New York Times’s award-winning 1619 Project. The purpose of the 1619 Project is to help Americans see that, to understand the Two Ways to See America 1619 and 1776. It’s not enough to appreciate the noble ideals we’ve been taught about 1776. We also have to understand the abhorrent realities of slavery that long preceded and followed independence.
To gather insights on the subject, I made the decision to contact Dr. Clemmie Harris, a distinguished professor specializing in Africana Studies at my hometown university in Utica. Africana Studies is a program that specifically delves into the history and culture of Africa and the African Diaspora. Dr. Harris has shared valuable knowledge through his research and discussions with peers, delivering impactful talks at my university. Notably, his discussions on the pervasive racism within the medical field and his analysis of the controversial Kyle Rittenhouse case, where he emphasized its complexity beyond mere “self-defense,” have left a lasting impression on me.
In discussing the topic, I asked him why he believed that historical events would be ignored or omitted from class. He responded by attributing it to the reflection of the community and its preferences for education. This explanation resonated with me and shed light on why the course had faced opposition from officials and Governor DeSantis. While politics played a role, it was not the sole driving force in this situation. The community itself seemed hesitant to teach certain aspects of history, and this pattern could extend to other communities that selectively overlook or “deracialize” certain historical narratives, as Dr. Harris put it.
Dr. Harris stated, “In the grand scheme of things, education is the byproduct of the values and beliefs in its community. Even in a racially and ethnically homogenous community, education may still embrace a more diverse form.” He further elaborated that education involves not only imparting information but also instilling values and beliefs. Even if a demographic group within a community is not reflected in the curriculum, it does not necessarily mean they don’t hold those values.
When asked his thought about DeSantis, who backed officials in Florida in rejecting the African American Studies course, he said that the obvious answer was fear. “The power of education is that it helps plant the seeds that ultimately help progress in society to continue to move forward. The significance of history is that while it is the study of the past, it has very little to do with the past. It almost always has to do with the present laying the foundation of the future, but history and the past are what we use to build a basis for how we see things in the present.” This perhaps explains why the NAACP issued a travel advisory alleging, Florida’s hostility to African Americans.
He continued to explain that education encompasses not only the transmission of knowledge but also the inculcation of values and beliefs. Even within racially and ethnically homogenous communities, there may be a preference for a more diverse form of education. According to Dr. Harris, certain elements may be disregarded or overlooked in education if they do not align with the demographic makeup of the local community. However, this does not imply that the values held by that demographic group are nonexistent.
Dr. Harris highlighted that individuals who support the omission and ignorance of historical elements are resistant to accepting the fact that history challenges established notions of contributions and achievements. It would compel people to critically reconsider history and confront unresolved issues such as Slavery and the era of Jim Crow laws. “When you have someone like DeSantis, who is spearheading the nation’s legislation to ultimately restrict the power of history,” Harris remarked, “what DeSantis is doing is not unprecedented.”
To support his assertion, Harris referred to the work of W.E.B. Du Bois, an African-American sociologist, who authored a book in 1935 called “Black Reconstruction,” widely regarded as his most significant research contribution. Harris delved into the book’s final chapter, titled “The Propaganda of History,” and discussed Du Bois’s rationale for choosing such a chapter title. In that chapter, Du Bois explored how the South reconstructed history in the aftermath of the Civil War. He revealed that more than 50 years after the war, textbooks in over 16 states across the South disseminated distorted narratives about black people. These textbooks propagated false notions that black people were lazy, were the cause of the Civil War, and bore responsibility for poor governance. This example further reinforces the notion that communities’ beliefs and actions have shaped and distorted history over time.
Harris remarked, “People are often guided more by racist stereotypes than by a genuine understanding of history.” Therefore, the answer to whether African American history is ignored is, unfortunately, yes. While it is true that certain parts of history are omitted and disregarded, the underlying truth is that this omission occurs due to how a community perceives and interprets history through its own lens. However, it is crucial to acknowledge that history remains history regardless. While this discussion primarily focuses on African American history, it is equally important to recognize the significance of teaching the history of other marginalized groups, including Native Americans, Latinos, and Asian Americans. By emphasizing the importance of all historical narratives, we can broaden students’ perspectives and help put an end to the perpetuation of racist stereotypes in the future. This effort is a vital first step toward fostering a more inclusive and equitable society.
Editor: by Abolaji Omitogun
