Posted in learning together, musings

learning together: from history to current events

Rondel and I have been slowly making our way through Joy Hakim’s wonderful series A History of US, an American history narrative that manages to be both honest about our nation’s flaws and proud of her successes at a level that children can understand. We’re on the third book now, watching the 13 colonies gradually coalesce into a single nation, and so far we’ve encountered quite a few striking dualities: religious persecution and the pursuit of religious freedom; the desire for liberty and the acceptance of slavery; the mingling of cultures and traditions combined with vitriolic racism. We’ve seen people leave England to be able to practice their faith freely (as Rondel commented, when will those kings ever learn that laws won’t change what people believe?) – and then create governments equally as intolerant of dissent. We’ve seen how European settlers as a whole used and abused the Native Americans they encountered, and how they built their economic success on the backs of unpaid labor.

He’s six, it’s his first time sailing through the choppy waters of history, and a lot of it is going to go over his head or be remembered in only the most general of ways – but the concept of slavery has been probably the most jarring and concerning element to him. He asked me why one group of people would think it was ok to treat another group of people that way, and all I could say was that people do a lot of horrible things because of greed and the love of power – that people did, and still do, attempt to convince themselves that another group of people is less than human or deserving of less dignity and justice if doing so will make their lives easier or more profitable in some way. We talked about how the consequences of those horrible parts of history echo down to the present time: how difficult it is to ever fully eradicate that toxic way of thinking, and how generational disadvantages persist unless deliberate work is done to counter the wrongs of the past. We talked about the privilege that he will have as a white man, not because there is anything innately superior about being one, but because of those historical roads our nation has traveled – and how that privilege comes with the responsibility to seek justice and equity for those to whom the trajectory of history has not been so kind. Which all sounds pretty intense for a six year old, but it flowed naturally from what we were reading (especially since he is very sensitive to injustice against others) and I think it’s one of those conversations that has to be had throughout life in age-appropriate ways.

And with all of this fresh in my mind, watching Hamilton for the first time thanks to DisneyPlus, I was able to see the diversity of the performers in a way I don’t know if I would have before. The characters’ races are not historically accurate, but I honestly think it is better that way – more thought-provoking, more eye-opening. We are so used to seeing our history in the color white – which is in our present culture the color of privilege. But those revolutionaries, while still racially privileged at the time, were looked upon with scorn and contempt by the British government for being colonists and “provincials.” Many of them were poor, working their way up the ladder of opportunity in a way that wouldn’t have been possible in England; many of them were the unwanted refuse of London seeking a place to thrive in a new world; many of them professed a faith that differed from the official Church of England and had fled from persecution there. They were a motley crew, to use the expression: their government saw them as a source of profit, as second-class, rather than as full citizens to whom full rights ought to be given. In our modern culture, showing us the revolutionaries as black and brown helps remind us of those historical truths. And it beckons to its audience with a call of hope: if the second-class citizens of Britain, the outcast and oppressed, could fight for liberty and justice against a “global superpower” and succeed, then just maybe the oppressed peoples in our nation today (most prominently people of color) have a chance to establish more perfect justice and liberty for themselves as well.

So study history well. Notice the parallels between the present and the past; follow the pathways that led from then to now. Whether you’re six like Rondel, thirty-one like me, or any other age entirely, there are stories to learn, connections to make, and hope and wisdom to be found for shaping a more perfect future.

One thought on “learning together: from history to current events

  1. One of my students recently wrote about classism in a paper exploring racism, and this morning I read an article in The Guardian analyzing the reliance on exploiting the underclasses as the underpinning of Colonialism and capitalism. It seems so healthy to grow up exploring those issues and incorporating them into one’s worldview. Really great learning together!

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