Education Week - September 16, 2020 - 18

When Black Lives Only
Matter Conditionally
What your history
textbook says about
your priorities

W

hen I was first
assigned to teach
U.S. history nearly a
decade ago during
my second year
as a social studies
teacher, my first stop
was to a Black-owned bookstore around the corner
from where I taught. A month before the school
year began, I had decided that I couldn't use the old
course textbook.
It was the same sort of Eurocentric textbook
from which I was taught U.S. history as a student,
focusing on the accomplishments of the Englishspeaking Western world while offering little to no
acknowledgment of those oppressed by that same
population. That textbook hadn't reflected my
history and heritage as a Black man, nor that of
the predominately Black and Latinx students I was
preparing to teach.
So at LaUnique African American Books and
Culture Center, I purchased Africa's Gift to America,
a text written by historian Joel Augustus Rogers.
It was because of that text that my students
learned about Crispus Attucks, the African American
man who was the first colonist killed by British
forces in the massacre that sparked the American
Revolution. It was from this book that they came to
understand the extent to which enslaved Africans
were the foundation for America's wealth.
While it wasn't the only book we used in my
history class, it helped establish a foundational truth
that allowed my students to understand their world
in a proper historical context.
There is a racial reckoning happening in America
now. The names of racists are being removed from
school buildings and colleges, the statues of men
who fought to maintain Black enslavement are
coming down, and universities and school districts
are even severing ties to police departments.
Thankfully, the percentage of white people
who express support for the Black Lives Matter
movement has increased by half in the past four
years, to 60 percent in a June poll from the Pew
Research Center. That support is even higher
among white educators, 83 percent of whom say
they support Black Lives Matter. However, is simply
saying so enough?
I don't think that it is. Particularly if you believe
current history textbooks are suitable for students to
learn from.
According to a recent Education Week survey,
when asked, "To what extent if any do the textbooks
used in your district, classroom, or school accurately
and fully reflect the experiences of people of color?,"
13 percent of educators of color answered "none"
while only 5 percent of white respondents said the
same thing.

iStock / Getty Images Plus

Those survey results suggest a discrepancy
between what a white educator means by saying
"Black lives matter" and what that actually looks
like in practice.
Research demonstrates a relationship between
positive racial identity and academic achievement
for Black children. Simply put, students like
books where they can see themselves. That's not
happening for Black children in your average U.S.
history textbook.
Recently, I decided to check how much had
changed since I left the history classroom in
2016. I borrowed a 2018 high school U.S. history
text that is still in use from my district. I scanned
it to see if I could find positive images of Black
people or even any mention that explains why
Christopher Columbus statues are coming down
across the country or why Juneteenth received
mainstream attention this year.
There was no mention of Christopher
Columbus' murder and enslavement of
Indigenous peoples and there was no mention
of Juneteenth. There were a few other glaring
omissions. There was no mention that George
Washington originally opposed Africans joining
the fight for independence. There was no mention
that there were hundreds of armed and unarmed
rebellions of enslaved persons. There was no
mention that the Texas Revolution was prompted
by Mexico's abolishment of slavery. There was
no mention of the significance of the Haitian
Revolution in the American acquisition of the
Louisiana Territory.

18 | EDUCATION WEEK | September 16, 2020 | www.edweek.org/go/opinion

Perhaps these omissions were to be expected,
considering five of the six authors were white, and
10 of the 11 textbook consultants were white.
And, for good measure, the cover features a
picture of Thomas Jefferson, a man who enslaved
African peoples, repeatedly forced himself on an
enslaved woman he held in bondage, and wrote
that Black people "are inferior to whites in the
endowments of both body and mind."
It is not enough for teachers to say that Black
lives matter. Teachers must live those words;
school districts must live those words as well. But
not all teachers believe that Black lives matter,
and not all teachers believe that Black lives
matter enough to abandon textbooks that devalue
Blackness, elevate whiteness, and seek texts that
portray American history accurately.
School districts must abandon the use of
any text in any content area that fails to reflect
Black life in a way that does not affirm Black
children. They must abandon texts that fail to
portray history accurately and that fail to tell the
humanizing stories of the Black experience.
Every white educator who "believes" that Black
lives matter should think critically about how
Black students will see themselves in curricular
materials that devalue or omit the contributions
of Black people, that overly emphasize the
contributions of white people, and that portray the
history of Black life as pitiable.
We don't need more educators whose valuing of
Black lives comes with the condition that history
remains whitewashed. „

By Rann Miller
MILLER is a doctoral
candidate at Rutgers
University and
is a 21st-Century
Community Learning
Center director for
a school district in
southern New Jersey.


http://www.edweek.org/go/opinion

Education Week - September 16, 2020

Table of Contents for the Digital Edition of Education Week - September 16, 2020

Education Week - September 16, 2020
Briefly Stated
Mask Fatigue and No High-Fives: Teachers Discuss the Hardest Parts of In-Person School During COVID-19
New Players Fill Child-Care Gap As Schools Go Remote
COVID-19 Fuels Enrollment Increases in Virtual Schools
Districts Struggle to Keep Tabs on COVID-19 Cases in Schools, Communities
Districts Offer Cash to Families Who Skip the School Bus
Teacher Morale and Student Enrollment Declining Under COVID-19, Survey Shows
Teachers, Live Screen Time is Precious. Use It Well
When Black Lives Only Matter Conditionally
EdWeek Top School Jobs
How Ready Are We to Support Kids?
Education Week - September 16, 2020 - Education Week - September 16, 2020
Education Week - September 16, 2020 - Briefly Stated
Education Week - September 16, 2020 - 3
Education Week - September 16, 2020 - Mask Fatigue and No High-Fives: Teachers Discuss the Hardest Parts of In-Person School During COVID-19
Education Week - September 16, 2020 - 5
Education Week - September 16, 2020 - New Players Fill Child-Care Gap As Schools Go Remote
Education Week - September 16, 2020 - 7
Education Week - September 16, 2020 - COVID-19 Fuels Enrollment Increases in Virtual Schools
Education Week - September 16, 2020 - 9
Education Week - September 16, 2020 - Districts Struggle to Keep Tabs on COVID-19 Cases in Schools, Communities
Education Week - September 16, 2020 - 11
Education Week - September 16, 2020 - Districts Offer Cash to Families Who Skip the School Bus
Education Week - September 16, 2020 - 13
Education Week - September 16, 2020 - Teacher Morale and Student Enrollment Declining Under COVID-19, Survey Shows
Education Week - September 16, 2020 - 15
Education Week - September 16, 2020 - Teachers, Live Screen Time is Precious. Use It Well
Education Week - September 16, 2020 - 17
Education Week - September 16, 2020 - When Black Lives Only Matter Conditionally
Education Week - September 16, 2020 - 19
Education Week - September 16, 2020 - 20
Education Week - September 16, 2020 - 21
Education Week - September 16, 2020 - 22
Education Week - September 16, 2020 - EdWeek Top School Jobs
Education Week - September 16, 2020 - How Ready Are We to Support Kids?
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