August 4, 2023

By Christopher Blair, Ed.D.

Introduction:

The inclusion of Florida's black history standards that assert some Black people benefited from slavery due to the acquisition of useful skills is an outrage that cannot be ignored. This shocking and tone-deaf perspective not only trivializes the unspeakable horrors endured by enslaved Black individuals, but it also perpetuates a deeply offensive and distorted narrative that further marginalizes their suffering. This response vehemently opposes such a misguided and insensitive approach to teaching black history.

 

Trivializing Historical Atrocities:

The idea that skills acquired through slavery could in any way justify or overshadow the systemic brutality, forced labor, and dehumanization that enslaved people endured is utterly abhorrent. This perspective disregards the countless lives shattered, the families torn apart, and the generations subjected to unending suffering. To suggest that the meager skills acquired under duress could be viewed as "benefits" amounts to an unforgivable distortion of history, trivializing the immense pain and trauma that Black individuals endured for centuries.

 

Perpetuating Harmful Misconceptions:

By teaching students that some Black people benefited from slavery due to skills acquisition, Florida's black history standards inadvertently contribute to the perpetuation of harmful stereotypes. This narrative can reinforce the erroneous notion that the suffering endured by enslaved individuals was somehow offset by the acquisition of skills, perpetuating the harmful belief that Black people should be grateful for their own oppression. Such an approach only serves to deepen the divide and contribute to the ongoing marginalization of Black communities.

 

Erasing Struggle and Resistance:

This distorted perspective also erases the incredible resilience, strength, and resistance displayed by enslaved Black individuals throughout history. By focusing on supposed benefits, the standards overshadow the countless acts of defiance, escape attempts, and courageous uprisings that marked the struggle for freedom and justice. These stories of resistance and perseverance are crucial to understanding the true history of Black people and must not be obscured or undermined by misguided educational standards.

 

Demand for a Comprehensive and Respectful Approach:

In place of this deeply flawed narrative, it is imperative that Florida adopts a comprehensive and respectful approach to teaching black history. Students deserve to learn about the indomitable spirit of Black individuals who not only survived the horrors of slavery but also contributed immensely to the growth and development of this nation despite insurmountable odds. A responsible curriculum should emphasize the importance of acknowledging historical atrocities, celebrating achievements, and promoting empathy and understanding among all students.

 

Conclusion:

Florida's black history standards that suggest some Black people benefited from slavery due to skills acquisition are a grave injustice to the memory of enslaved individuals and an affront to the pursuit of accurate historical education. This perspective disregards the suffering, resilience, and enduring legacy of Black people in favor of a distorted narrative that perpetuates harmful misconceptions. It is crucial that we vehemently reject this offensive approach and demand a curriculum that honors the full spectrum of Black history, highlighting the struggles, achievements, and ongoing fight for justice and equality. Anything less would be an insult to the memory of those who suffered and an injustice to the education of our students.

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