I Am Not the Face of History, But I Am a Part of It

One of the worst experiences a student can have is a class where they cannot see themselves in anything. Not in their teacher, their peers, or even their curriculum. Nothing will steer a student away from history faster than realizing that they are on their own. I can remember times when I would dread heading to history class, afraid and embarrassed knowing that within this classroom, I would be the face of anyone who looked even a little like me. That I was meant to be a representative for a community I did not fully understand myself.

In middle school, I was the only person of color in my World History class. This never really dawned on me until the class reached the discussion on slavery. Instantly, twenty pairs of eyes were on me, as if the students couldn’t figure out where else to look. In an attempt to ease the tension of my environment, I asked a question. The question escapes me now, but I’ll never forget that as she answered, my brown-eyed, white teacher referred to those enslaved as “your people.” Now, I understand that she meant “those people” as my community. But it felt as if I, a 7th-grade child, was carrying the weight of slavery on my shoulders. I didn’t care for history much after that. My love for history would not return until into high school, where I learned I could be part of the historical conversation, rather than the face of it.

Let’s stop treating diversity as taboo.

Beth Morrow, teacher and writer for ASCD wrote, “success in a diverse classroom comes from a balance of student self-awareness and community acceptance of others.” This quote speaks profoundly to not only my situation but to other students who have been where I was. Until the education system quits treating diversity like it’s a taboo, countless individuals will dismiss subjects that could have changed their lives.

I advise teachers to remember that YES, students will be different. But there is a vast difference in being inclusive and being abrasive. Some students may love their differences, and boldly discuss their pride within who they are. Others want just to see themselves, and not be forced to provide details on how this makes them feel. As educators, it becomes your job to provide the information, show kids who have never seen themselves. After all, they are the ones who built this country and changed the world. Provide the steps for the students to climb to see the view, but do not force them on a pedestal.

While I do understand that teachers have no control over who is in your classroom, you do have the ability to handle how it is run. I beg, especially for those teaching younger children, do not allow the first time students see a black historical figure be within slavery. This narrative that African Americans came into the world chained up and beaten is a toxic ideal that has damaged more children than we may ever really know.

Meet our guest writer:

Taryn Willard is a senior at Rockingham Early College High School. This is her second year as president of RECHS Tar Heel Junior Historian Association and serves as a vital part of Student Leadership. Taryn provides an activist’s voice inside and outside the classrooms.