As a lifelong educator having been blessed to work in every professional capacity imaginable, from: teacher, curriculum writer, academic interventionist, instructional coach, assistant principal, principal, chief academic officer and now as a graduate education professor – I have experienced my fair share of how school districts across the country uniquely (albeit clumsily) interpret the best way(s) to pay homage to the proud legacy, traditions and future aspirations of an entire nation of people during #BlackHistoryMonth. Sadly, I have also been witness to my fair share of #Fails in this regard. In light of being an educator always ready and willing to teach and in the spirit of full transparency, I wish to share my ideology re: the many ways that school districts across the country (often unintentionally) dishonor Dr. Carter G. Woodson’s brainchild for an annual month of recognition, and more importantly, how we can best rectify this aberration.
This morning, I watched a pre-recorded interview on a local podcast featuring education and government officials in order to support the guest appearance of a fellow educator and scholar historian. During the broadcast, I caught an interview that a local journalist had with an official from our Detroit Public Schools District regarding the special curricula offerings being interwoven into SS for #BHM . Though not at all surprised, it was admittedly disheartening and glaringly unacceptable that slavery/slave narratives were soon referenced when asked about the diversity of the #BHM curriculum being featured (sigh). #Miseducation is certainly alive and well.
Among the countless injustices of this flawed yet, all-too-familiar approach to acknowledge Black history is the glaring truth that our history does not begin with enslavement. All attempts to reference history through a warped American lens, distorted by centuries of White supremacist rule is disrespectful and disingenuous to the critical thought of ALL children who must be taught that all life has its origin on the continent of Africa. You see, this is not African-centered education or even a feel good, affirmation relegated to Black history, this is irrefutable, historic fact which must be taught as a mere starting point for dismantling the gross mis-education of all students. Further, the Detroitk12 system is not unlike all other school districts’ in that they must all be more mindful of the need to counteract the White supremacist ideology and mis-education inherent in the “slave narratives” which are all too common pitfalls of the antiquated state standards and comprise either the official or unofficial go-to curriculum choice for Black History Month and the entire academic year.
Though I must admit to being offended to the core, (please note for the record that vehement dissatisfaction for the racist U. S. school system is a sentiment shared by literally hundreds of academics, activists and people of good conscience whom I follow on Twitter), I must assume that school systems would DO better, if in fact they KNEW better. Well, it’s not rocket science, and the most informed and appropriate way to cease violating Black people in crafting a Black History Month curriculum is via explicit instruction from Black academic scholars and increased, unrelenting public demand from all people of good conscience. It bears repeating that Black history does NOT begin w/ enslavement. As such, BHM warrants infusion in every core subject and at every grade level. Most importantly, White female teachers – those who comprise the bulk of the teaching force of an overwhelmingly diverse majority of students – are woefully ignorant, academically unprepared and otherwise ill-equipped to deliver the truth of African/Black history (especially before the period of enslavement), without explicit instruction themselves and sans a targeted retooling of pedagogical policy, enhanced teacher education protocols and ongoing, job-embedded professional development training (which consequently, Educate to Liberate LLC provides across the country, with seamless accuracy and exceptional corporate/nonprofit consumer satisfaction).
As such, all educators MUST willingly and eagerly commit to being lifelong learners or resign. I realize that this prescription may sound harsh, but if in fact teaching is a calling then anti-racist and Culturally Responsive Pedagogy is a non-negotiable pre-requisite to the profession. Any perceived hesitation or refusal to submit to this “fix” of everything that is wrong with our educational system, means the perpetuation of the status quo and a curriculum of bias, exclusion and a guaranteed future of mis-education for all the generations of gifted, brilliant students who are not affluent and/or White. Trust me, our children deserve better and opting to retire is the absolute best service that the resistor could offer, because it’s no secret that you are doing more harm than good.
Finally, consummate educators like myself have formidable career records of 25+ years (and earned doctorates!) for having mastered #CulturallyResponsivePedagogy and can boast of a proud record for countering racism and gross mis-education in schools from Detroit to New York City. This passionate blog, my charitable efforts in the community and a lifetime of grassroots activism exist as proof positive that I don’t just “talk the talk”, on the contrary I (and countless others) “walk the walk” and stand ready and willing to assist, as needed to ensure that every school, in every district across the country is empowered to #EducateToLiberate. ✊🏿 We can do this educators. It takes all of us: Each one, Teach one and how affirming it is to know that we are valiantly supported by people the world over in our admirable efforts. Please don’t hesitate to reach out if I can be of any assistance to your conscious efforts to change the current narrative of mis-education.