Resistance to black history in the classroom is nothing new. This is, in part, due to the prevalence of racist attitudes. Those accustomed to taking center stage often refuse to share the limelight. And yet, there are other factors to consider. Such as the shallow introduction many receive to black historical narratives. In public schools, the topic is not included as a required course. Instead, it is offered as an elective. As a result, some leave school well-versed in black history. Others leave without much knowledge of the topic at all. Treating the topic as non-essential is a problem. But there are now bigger fish to fry. Because what was once a problem of scarcity is now a problem of censorship.
For instance, presidential candidate Donald Trump made an alarming statement last fall. On Fox News, he announced a plan to withhold funding for public schools that teach black history. Mainly that “America [was] built off the backs of slaves on stolen land.” School districts may feel inclined to bend to power. After all, many depend upon supplemental federal funding. To add salt to the wound, Black students are more likely to attend underfunded schools. To rely upon the funds Trump has threatened to withhold. As a result, they face an unfair burden in this battle. Yet, caving into pressure overlooks the nation’s legacy of racism. Far too often, access to historical knowledge is filtered through white comfort.
Here are the facts. Enslaved people built national monuments, such as the White House and the U.S. Capital building. But, they were more than a source of exploited labor — their bodies became commodities. And the nation profited from the franchise. “Slavery property of the South was three times all the railroads and factories of the North” combined by 1860. Black people were often used as collateral for land and business loans. J.P. Morgan found that two of its predecessor banks had adopted this practice. “Approximately 13,000 individuals” were treated “as collateral.” And they came to own “approximately 1,250 enslaved individuals” because of defaults. On the second point, he was also off base. White Americans indeed stole vast swaths of Indigenous land. This was often accomplished through violence, broken treaties, and coercion. The Trail of Tears is a prime example of this injustice. If schools can’t teach students the truth, then it’s not an education they’re providing. It’s political indoctrination. Educators should give students the information and let them form their own opinions. But refusing to tell them the truth robs them of necessary context.
Limiting black history in the classroom cast these narratives into the shadows. Sadly, researchers suggest this resistance is part of a broader cycle. One study found White Americans’ ignorance of critical race theory predicts their opposition. Many in the black community suspected as much. But, these findings shed light on this phenomenon. The more someone opposes the inclusion of black history, the less they know. The less they know, the less they want to know. Most are not opposing the validity of black history lessons. Instead, they’re rejecting these narratives at face value. But this would be like someone who never heard a clarinet opposing its inclusion in a band. Or someone who has never tasted a beignet dismissing the French doughnut outright. Visit New Orleans, and you’ll likely gain experience in both. But, you cannot develop an informed opinion without first obtaining basic knowledge. In this way, ignorance of black history fuels opposition to its inclusion.
Someone’s knowledge of black history may also impact their capacity to perceive racism. Researchers found that “ignorance of historical racism” explained this difference between Democrats and Republicans. Put another way, Democrats were more likely to perceive racism than Republicans. However, this difference could be explained by their knowledge of historical racism. Consider if public schools taught black history comprehensively. Then, it would stand to reason that citizens would be more prepared to identify racism. Then, the knowledge of historical racism wouldn’t be so lopsided. More citizens would feel confident in pointing out prejudice when they see it in opposing racism in our workplaces, schools, and in the political arena. Perhaps this is what some on the far-right are most afraid of. This cycle of ignorance and resistance will, at long last, be broken. Yet, the rather obvious remedy of educating the public feels like an uphill battle in this political environment.
Learning black history in the classroom could provide valuable context for students. One example could be understanding modern-day resistance to DEI. Opponents of these policies often claim they are unfair and discriminatory. Yet, this perspective reveals the need for a black history lesson. Diversity, equity, and inclusion programs were the byproduct of the civil rights movement. Many companies and schools voluntarily adopted these policies to desegregate society. They sought to level the playing field after generations of blatant racial discrimination. When historical context is removed, it is easier to convince the public that these programs are harmful. This is an example of how black historical knowledge may impact policy support.
This strange new turn we’re witnessing is a deliberate removal of black history. It’s fair to say that the topic was never granted proper reverence. Yet, now it’s as if someone is trying to scrape the inside of a jar of jam. And they won’t be satisfied until none is left behind. President Donald Trump contributed to this problem in his brief time in office. In one executive order, he banned using DEI programs within the federal government. This order has lent justification for those removing black people from key positions. And discontinuing plans to celebrate Black historical figures. The Maryland National Guard had to cancel a parade celebrating Fredrick Douglass. As a Black abolitionist and author, he profoundly contributed to our society. Tarence Bailey Sr., a distant relative of Douglass, shared his disappointment with the cancellation. “Basically, what the DOD said is, ‘We’re not doing that, he’s Black and this is February, so, no.” Examples like this illustrate why many Black Americans see anti-DEI as anti-Black.
It’s Black History Month. And yet, given the widescale attacks on the topic, it doesn’t feel that way outside of the black community. More than ever, black history seems poised to become hidden history. Future generations of Americans may know even less about the topic if these changes occur. Not just the obscure details that few people knew about. But significant civil rights movement events, movers, and shakers. Americans should be learning about black history to understand the context of this moment. And yet, opportunities to formally teach students about the topic are dwindling. This won’t bode well for our future, given the relationship between perception of racism and historical knowledge. It’s fair to say that outside of school, Black people and some others will continue to learn about and share these narratives. But, it’s also true that topics are viewed differently when shared in school than in less formal settings. What once was a problem of scarcity is now one of censorship.
This post originally appeared on Medium and is edited and republished with author's permission. Read more of Dr. Allison Gaines' work on Medium.