Black history is not American history: Toward a framework of Black historical consciousness
What does the research say?
This article challenges the common phrase “Black history is American history,” arguing that this simplification hinders genuine understanding of Black history. The author proposes a “Black historical consciousness” framework for teaching Black history that emphasizes Black agency and diverse perspectives rather than solely focusing on oppression and white-centered narratives. Six core principles are introduced to guide this approach: 1) systemic power, oppression, and racism; 2) Black agency, resistance, and perseverance; 3) Africa and the African Diaspora; 4) Black joy and love; 5) Black identities; and 6) Black historical contention. The article also suggests pedagogical changes and resources for educators to effectively implement this framework in K-12 settings. Ultimately, the goal is a richer, more complete, and empowering representation of Black history.
Why is it important?
Developing Black historical consciousness is important because without educators taking into consideration how Black history and the Black experience is taught, educators run the risk of 1) leaving students with a limited and oversimplified Black history knowledge”, 2) treating Black people as a monolith rather than the diverse Diaspora they are, 3) failing to examine power and the institutions and structures that controlled life decisions, 4) failing to acknowledge the diverse contributions that Black Americans have made throughout history through Black music, dance, expression, the arts, cuisine, literature, science, politics, and American popular culture.
What are the implications for education?
There are multiple implications for education. First, there are implication for learning. Whose history is taught and whose historical perspectives are represented in the curriculum has powerful implications for learners, particularly for youth from marginalized communities. “These racial storylines are a critical aspect of life in schools, which serve the purpose of racially and academically socializing students. As these storylines are invoked in school settings, certain identities are made available, imposed, or closed down. Such identities have important implications for students’ opportunities to learn and their engagement in learning settings” (Nasir, Snyder, Shah, & Ross, 2013).
Second, teaching history using King’s Black historical consciousness framework teaches a more complete and inclusive history, one that allows multiple, often conflicting narratives to coexist which reveal the rich complexities of American history. Third, teaching from a Black historical consciousness perspective fosters intercultural understanding in the classroom – a space in which diverse groups of Americans reliably come together to learn, reflect, discuss, and grow together. As such, adopting King’s framework supports a deeper understanding of the multicultural democracy that is America. Fourth, teaching from a Black historical consciousness perspective challenges us to become critically aware of our own assumptions, ideas, and habits of thinking. It implies that being educated requires attending to our own identities and beliefs as a necessary step to understanding someone else’s’ lived experience.
About the author
LaGarrett J. King is an award winning Professor of Social Studies Education in the Graduate School of Education at the University at Buffalo, New York. He is also the founding Director of the Center for K-12 Black History and Racial Literacy Education. Dr. King earned his PhD from the University of Texas at Austin. A former teacher in Texas and Georgia, his research centers on the teaching and learning of Black history, teacher education, critical theories of race, and Black historical consciousness. His Black history framework has been used with multiple school districts in the United States and Canada.
King’s scholarship helps us examine the current shortcomings of how Black history and race is taught and learned in schools. Beyond critical analysis, he guides his readership through helpful frameworks such as Racial Historical Consciousness and Racial Pedagogical Content Knowledge (RPACK) and introduces principles by which teaching and learning about Black history and the Black experience can be taught with more complexity.
Read the source article
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Care to listen?
We have prepared an audio summary of Dr. King’s article with the help of NotebookLM: Black history is not American history: Toward a framework of Black historical consciousness (19:38)