Thanks to David Blight and the entire staff at Yale’s Gilder-Lehrman Center for the Study of Slavery, Resistance, and Abolition for hosting such a thought-provoking and timely conference on the challenges of teaching race and slavery.
I’m a middle school teacher who attended the conference in person. While the topics were concerning, little of it was entirely surprising to me. This isn’t to say I didn’t learn a whole heck of a lot (I most definitely did!), but following these issues fairly closely for some time, I am all too aware of the political context in which many of us teach.
As an attendee, I left feeling much more inspired, far more knowledgeable, and considerably less alone in navigating these culturally fraught times. While I understand some of the frustration you mention, I think this made me appreciate the multiplicity of factors that complicate the question of “usable past” and even more aware of the challenge to try to craft one.
As you note, K-12 teachers and higher ed face different issues, as do elementary, middle, and high school teachers. It can be far too easy for us all to silo ourselves, to talk past each other. But we were talking and listening to each other this weekend—and that in itself was very empowering.
I am consensus builder, so don’t relish or tout being in a culture war—and I did hear mentioned the stat about broad bipartisan support for hard history. Still, I think it’s safe to say this: History educators who support a more nuanced history indeed are up against broader cultural forces that want to weaponize complexity, and topics that provoke unease. (That teachers on both sides of the aisle who attend voluntary professional development support complexity is not surprising; it is not those on different ends of the journey that decry us, but those who decry the journey itself as a sign of weakness.)
For me, the question I was left at the end of the conference was not if and where there was a usable past. Rather, it was this: How can a broad range of history educators who look at our past in emotionally/intellectually complicated ways convince a largely otherwise preoccupied public that our pursuit of a usable pluralistic past is a worth pursuing? That complexity is common sense? That hard history is actually a hallmark of a healthy democracy and, in fact, is worth defending?
One conference cannot be expected to answer everything, but trusting the teachers who care enough to investigate these questions is an important first step. Now, we must keep walking in unison.
Thanks so much for taking the time to share your thoughts about the conference. You make some very compelling points. Like I said in the post, I was also inspired by many of the presentations, especially the teachers. All the best.
That is the conundrum when teaching high school or an undergrad survey-what do you include. As a military historian Ithought it important for my students to understand the impact of the Spanish-American War on American's perceptions of there place in the world, but taking time to do that meant I took time away from domestic issues like Jim Crow, and industrialization, and the expansion of the white middle class and immigration. I also thought it important for my students to understand how important US involvement in WWI was but did not always have time to talk about the African-American role, or war dissent at home to depth I thought i warranted. And many colleagues would have agreed and disagreed with my decisions about what to cover and what not to cover.
I think there is usable past and I really think it reflects a national movement in a reasonably positive direction, although not always as fast as we would have liked and not with out taking some wrong turns and occasionally backing up. But conveying this to students who are not always that interested in the subject so that they see the negative and positive nuisances and subtleties and obvious contradictions and aspirational goals that jumble together to make up American history is exhausting. And, I don't think we do a very good job preparing history teachers anymore (especially for high school). We train generalists in our state regional comprehensive universities, not teachers of American history.
I like your postings. Since retirement I have been doing research on the Civil War along the Red River Trails network from St. Paul/St. Cloud to Ft Gerry, Canada. Your comments and scholarship often give me insight into the contemporary social/political environment that the people I'm looking at lived
As a parent to five kids (ages 8-13), I really like what you've written here. As a lifelong lefty, I'm scared of what is happening with so much (or what appears to be so much) powerful Conservative sway hammering away at public schools and their notions of history, art, etc. And yet, I often find myself spinning in a panicked tizzy with absolutely no consideration of what the proverbial 'other side' (ie. conservatives) are thinking or feeling or hoping to see happen.
It has all become very very confusing/ even exhausting at times, I'd say. And sometimes that almost seems like the whole point of their efforts: to wear tired, working, stressed-out parents down to an emotional nub, to a point where we no longer even have the damn energy (or the ideas) to fight for what we believe is right for our children's education. Psychological warfare? Ha. It seems extreme, I know, but sometimes I have to wonder.
Anyhow, I have experienced teachers for my kids who seem to be very much in line with my values and my beliefs and my intellectual/ critical thinking/ science-backed/ heavily historically footnoted approach to learning. And I have experienced other teachers who seem not nearly as interested in the same approach as me. A few are even openly supportive on social media of January 6th and the 'Stope the Steal' campaign and all of that noise.
Which, I guess I'm trying to say, has led me to this point of tried and true parental confusion. Should I, in good faith, and in the spirit of 'across the aisle' democratic partnership (is that even A THING anymore), have a more sincere and closer listen to what those on the conservative political side are advocating for our American public school system (and probably beyond)?
And if so, well....why? You know what I'm saying?
Will it help?
Is there, in all honesty, actual common ground that could be camped on by everyone at this point?
Or are we too late?
I don't know.
Like I said, I'm scared and worn down from what I see as unbelievable at this point.
Well. I'm asking all of this rhetorically, of course. Your writings and musings, your real-time first hand accounts of being a public school teacher at this very moment in our collective history, I find them really inspiring and ultra interesting, especially when it has to do with these hard things/ difficult ideas that you bring up. From what I gather in this piece today: you asking a hard question. And that is that maybe, just maybe, excluding conservatives from really critical public school conversations or conventions or meetings or whatever....like maybe that is just a real act of selfishness that leads to shooting every school kid in the foot.
But then again, maybe letting them in just poisons the public school well that has already been sloshed full of buckets full of every kind of poison that's out there?
Grrr. I just can't figure it out.
Sorry for the endless comment. Thanks for opening our eyes on a regular basis. I continue to look forward to your unique take on Civil War history (which I absolutely love and which sometimes scares the **** outta me) and 21st century education (which I absolutely believe in and which sometimes scares the absolute **** outta me).
Thanks so much for taking the time to share your thoughts. So much of it resonates with me, though i am not a parent.
Part of the problem is that this debate has been largely occupied by Far Right elements, who are doing a great job casting educators as a threat to our children and the country. It's nonsense. What it overshadows is the extent to which there is agreement among Republicans and Democrats on certain aspects, but it also pushes us further away from learning from one another about why and how we teach American history.
I’m a middle school teacher who attended the conference in person. While the topics were concerning, little of it was entirely surprising to me. This isn’t to say I didn’t learn a whole heck of a lot (I most definitely did!), but following these issues fairly closely for some time, I am all too aware of the political context in which many of us teach.
As an attendee, I left feeling much more inspired, far more knowledgeable, and considerably less alone in navigating these culturally fraught times. While I understand some of the frustration you mention, I think this made me appreciate the multiplicity of factors that complicate the question of “usable past” and even more aware of the challenge to try to craft one.
As you note, K-12 teachers and higher ed face different issues, as do elementary, middle, and high school teachers. It can be far too easy for us all to silo ourselves, to talk past each other. But we were talking and listening to each other this weekend—and that in itself was very empowering.
I am consensus builder, so don’t relish or tout being in a culture war—and I did hear mentioned the stat about broad bipartisan support for hard history. Still, I think it’s safe to say this: History educators who support a more nuanced history indeed are up against broader cultural forces that want to weaponize complexity, and topics that provoke unease. (That teachers on both sides of the aisle who attend voluntary professional development support complexity is not surprising; it is not those on different ends of the journey that decry us, but those who decry the journey itself as a sign of weakness.)
For me, the question I was left at the end of the conference was not if and where there was a usable past. Rather, it was this: How can a broad range of history educators who look at our past in emotionally/intellectually complicated ways convince a largely otherwise preoccupied public that our pursuit of a usable pluralistic past is a worth pursuing? That complexity is common sense? That hard history is actually a hallmark of a healthy democracy and, in fact, is worth defending?
One conference cannot be expected to answer everything, but trusting the teachers who care enough to investigate these questions is an important first step. Now, we must keep walking in unison.
Thanks so much for taking the time to share your thoughts about the conference. You make some very compelling points. Like I said in the post, I was also inspired by many of the presentations, especially the teachers. All the best.
Thank you!
That is the conundrum when teaching high school or an undergrad survey-what do you include. As a military historian Ithought it important for my students to understand the impact of the Spanish-American War on American's perceptions of there place in the world, but taking time to do that meant I took time away from domestic issues like Jim Crow, and industrialization, and the expansion of the white middle class and immigration. I also thought it important for my students to understand how important US involvement in WWI was but did not always have time to talk about the African-American role, or war dissent at home to depth I thought i warranted. And many colleagues would have agreed and disagreed with my decisions about what to cover and what not to cover.
I think there is usable past and I really think it reflects a national movement in a reasonably positive direction, although not always as fast as we would have liked and not with out taking some wrong turns and occasionally backing up. But conveying this to students who are not always that interested in the subject so that they see the negative and positive nuisances and subtleties and obvious contradictions and aspirational goals that jumble together to make up American history is exhausting. And, I don't think we do a very good job preparing history teachers anymore (especially for high school). We train generalists in our state regional comprehensive universities, not teachers of American history.
I like your postings. Since retirement I have been doing research on the Civil War along the Red River Trails network from St. Paul/St. Cloud to Ft Gerry, Canada. Your comments and scholarship often give me insight into the contemporary social/political environment that the people I'm looking at lived
As a parent to five kids (ages 8-13), I really like what you've written here. As a lifelong lefty, I'm scared of what is happening with so much (or what appears to be so much) powerful Conservative sway hammering away at public schools and their notions of history, art, etc. And yet, I often find myself spinning in a panicked tizzy with absolutely no consideration of what the proverbial 'other side' (ie. conservatives) are thinking or feeling or hoping to see happen.
It has all become very very confusing/ even exhausting at times, I'd say. And sometimes that almost seems like the whole point of their efforts: to wear tired, working, stressed-out parents down to an emotional nub, to a point where we no longer even have the damn energy (or the ideas) to fight for what we believe is right for our children's education. Psychological warfare? Ha. It seems extreme, I know, but sometimes I have to wonder.
Anyhow, I have experienced teachers for my kids who seem to be very much in line with my values and my beliefs and my intellectual/ critical thinking/ science-backed/ heavily historically footnoted approach to learning. And I have experienced other teachers who seem not nearly as interested in the same approach as me. A few are even openly supportive on social media of January 6th and the 'Stope the Steal' campaign and all of that noise.
Which, I guess I'm trying to say, has led me to this point of tried and true parental confusion. Should I, in good faith, and in the spirit of 'across the aisle' democratic partnership (is that even A THING anymore), have a more sincere and closer listen to what those on the conservative political side are advocating for our American public school system (and probably beyond)?
And if so, well....why? You know what I'm saying?
Will it help?
Is there, in all honesty, actual common ground that could be camped on by everyone at this point?
Or are we too late?
I don't know.
Like I said, I'm scared and worn down from what I see as unbelievable at this point.
Well. I'm asking all of this rhetorically, of course. Your writings and musings, your real-time first hand accounts of being a public school teacher at this very moment in our collective history, I find them really inspiring and ultra interesting, especially when it has to do with these hard things/ difficult ideas that you bring up. From what I gather in this piece today: you asking a hard question. And that is that maybe, just maybe, excluding conservatives from really critical public school conversations or conventions or meetings or whatever....like maybe that is just a real act of selfishness that leads to shooting every school kid in the foot.
But then again, maybe letting them in just poisons the public school well that has already been sloshed full of buckets full of every kind of poison that's out there?
Grrr. I just can't figure it out.
Sorry for the endless comment. Thanks for opening our eyes on a regular basis. I continue to look forward to your unique take on Civil War history (which I absolutely love and which sometimes scares the **** outta me) and 21st century education (which I absolutely believe in and which sometimes scares the absolute **** outta me).
Serge
Hi Serge,
Thanks so much for taking the time to share your thoughts. So much of it resonates with me, though i am not a parent.
Part of the problem is that this debate has been largely occupied by Far Right elements, who are doing a great job casting educators as a threat to our children and the country. It's nonsense. What it overshadows is the extent to which there is agreement among Republicans and Democrats on certain aspects, but it also pushes us further away from learning from one another about why and how we teach American history.