In Dr. Jarvis Givens’ book Fugitive Pedagogy: Carter G Woodson and the Art of Black Teaching, he details stories of Black teachers circumventing, what he called white surveillance. Black school teachers were often subordinate to white administrators who had a “curriculum” for Black children.
Black or African history (told accurately) was not a part of the equation.
However, Black teachers understood that Black children needed to know their history and see the truth within an anti-Black society not invested in the intellectual and psychological strengthening of Black children. Thanks to individuals like Dr. Carter Woodson, Black teachers had resources to utilize to teach Black students their history.
Those students saw what was happening. They followed the lead of their teachers. They recognized there was something their teachers wanted them to know—that others did not want them to know. They couldn’t articulate the idea of white surveillance, but they knew what it felt like. They also knew what it felt like to subvert it.
Currently, there’s a war going on against Black history and Black studies. Stories of book bans, revamped curricula, and the firing of teachers and administrators abound. It is because Black history is under white surveillance. Educators are concerned and confused about what they ought to do, particularly those who teach Black children in states where conservatives are in power. Black history is certainly for all children to learn; however, Black children need to know their history.
They shouldn’t only learn it at home, but also in school.
What should educators do? What must teachers do to teach Black history to all children without fear of losing their jobs? What must administrators do to ensure Black history is taught without the fear of getting fired? A good place to start is by creating a checklist to get organized. First, educators must learn the status of their school concerning Black history instruction.
Is Black history being taught? Is there Black history throughout the curricula in history and elsewhere? Is there a designated course for Black history?
If yes, begin inspecting what that curricular content or course content looks like and begin integrating it within your regular instruction if you haven’t already. If the answer is no to any of those questions, determine why. While there is no excuse for this in 2024, hopefully, the reason is that no one honestly thought to install such content or no one knew exactly how to install such content.
As disappointing as that sounds, one can work with that—so long as there is a willingness on the part of instructional leadership.
If no is the answer to any of those questions, further questions must be researched and further steps must be taken to fix this. Teachers should approach school leaders to inquire about installing Black history content within their course content (or potentially starting a Black history course). School leaders should themselves install such content or a Black history course for their school; to potentially be shared throughout their district.
But let’s assume the worst-case scenario happens. For teachers, it’s learning that Black history isn’t part of the curriculum. For school leaders, that is being told the district has the final say on curriculum matters and they mustn’t install anything without their approval. What should educators do in the face of pushback like this?
The answer is to look towards the past to guide their future.
In other words, we should consider the work of Black teachers who managed to teach Black students the truth in an atmosphere of white surveillance. According to Givens, Black teachers had two sets of texts, two sets of lesson plans, and two sets of activities.
For example, Black teachers were committed to teaching Black children the Negro National Anthem, Lift Every Voice, and Sing. However, the song was not part of the mandated curriculum. When white administrators visited the classroom for a walkthrough, Black teachers (and their students) shifted from practicing Lift Every Voice and Sing to “practicing” the Star-Spangled Banner. Once those administrators left, the class returned to Lift Every Voice and Sing.
Teachers may need to do this; by having multiple sets of lesson plans, texts, and activities for students. Sometimes going about things “the right way” doesn’t always get you what your students need and what they need is a well-balanced diet of truth because contrary to the closed-mindedness of some, our world is not lily-white.
It is multicultural and multi-dynamic, and our young people must be able to navigate various cultures and histories when working in the real world.
Additionally, understanding the history of experiences of Black people in particular can facilitate the shaping of young minds to create policies and procedures that are social justice-oriented.
To be clear, teaching Black history this way can be dangerous. It can make you look sneaky if not look intentionally insubordinate. This can put you in the political crosshairs of your school board and various legislative bodies that have jurisdiction over where you teach. But sometimes doing what’s right means bringing chaos to the water. In his letter in a Birmingham jail, Dr. King said,
“I would be the first to advocate obeying just laws. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that an unjust law is no law at all…
One who breaks an unjust law must do so openly, lovingly, and with a willingness to accept the penalty. I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law.”
Now is the time for us to be brave on behalf of all students. Doing so may cost us something. For some, it may cost them their job, license, or career. But we’re entering a time where educators cannot simply stand on principle without paying a price for it. Liberation, whether for us or others, comes at a cost. Let us look back to those Black educators for inspiration to pay the cost on behalf of our students.
