The government is facing mounting pressure to include black history as a mandatory part of the national curriculum in England, rather than simply teaching it during Black History Month. However, Schools Minister Nick Gibb has come out against the idea, citing the need for teachers to have the freedom to tailor their lessons to their students’ needs. The debate around whether or not to make black history compulsory raises a number of questions: what does it mean to teach black history, and is it necessary?
From a teacher’s perspective, there is a clear responsibility to provide a broad and balanced curriculum that includes black history. Currently, while the British empire is compulsory study, the topic of slavery is not included. This means that young people cannot truly understand the reasons behind the world as it exists today without studying these issues. Regardless of whether or not young people find these truths difficult to learn, they need to be exposed to them in order to develop a well-rounded understanding of history.
But black history should not be limited to learning about slavery and the civil rights movement alone. When studying the Tudors, for example, students should be taught that black people not only survived but thrived in Tudor society. Currently, the curriculum reinforces the idea that black people are outsiders in British society. A more accurate portrayal of black history would include teaching about the African kingdoms and the skilled black individuals who contributed to early modern British society. It is important that students understand that black history does not begin and end with slavery, nor are black people simply the victims of white European influence.
Some educators argue that making black history compulsory would benefit black students in particular. Learning about black history creates a sense of belonging for them and helps them feel validated. For white students, learning about black history can help break down misconceptions about Britain’s history and dispel the idea that the country rightfully belonged to white people only.
Others argue against compulsory black history, stating that it is difficult to define what exactly constitutes this category of history. However, it is clear that educators have a responsibility to provide a balanced curriculum that includes the experiences of marginalized groups. History is a tool that can bridge divides and create understanding, and it is essential that young people are exposed to a diverse range of historical perspectives.
In order to create a truly representative curriculum, it is important that we focus on teaching the history of our nation and how it has been shaped, rather than attempting to create diversity through representing different skin colours. It is incorrect to assume that seeing people of the same skin colour in textbooks will aid in learning or knowledge retention. Additionally, not everyone identifies with their skin colour as a defining aspect of their identity.
Rather than emphasising the differences between races, we should focus on our shared identity as British citizens. It is offensive to assume that there needs to be separate history taught purely based on skin colour. Critics of the push for more black history in the curriculum, such as the Black Lives Matter movement, argue that this narrative is rooted in critical race theory and victimhood mentality. Instead, we should celebrate the progress that has been made towards a tolerant and inclusive nation.
It is also important to note that our obsession with American history often stems from a desire to avoid confronting uncomfortable truths about our own history with regards to race. By neglecting to delve into the interactions between Britain and people of African heritage that have shaped our nation’s story, we are doing a disservice to our students and missing the opportunity to connect with their family stories. Ultimately, there should not be a need to specifically teach "black history" as it is truly just an aspect of British history that cannot be ignored.
