By The Importance of Teaching Identity and Inclusive History
According to Dr. Jawanza Kunjufu, the true purpose of education extends beyond just literacy and academics; it’s about discovering one’s identity and purpose. We must begin by helping children understand who they are. Without self-awareness, a child struggles to find direction, making it difficult to set or pursue meaningful aspirations.
Renowned author Alex Haley once asked the profound question: Who am I? When he turned to family members, the answers varied—some called him Negro, others colored, black, Afro-American, African, or simply American. Such fragmented identities can lead to confusion. Imagine a child today receiving multiple responses to the simple question of who they are. Establishing confidence or purpose becomes challenging without a clear sense of self.
Consider why Germans identify as German or why the Chinese identify as Chinese. Their identities are rooted in specific homelands—Germany and China. Yet, terms like Negro, colored, black, or Afro-American lack a geographical anchor. The choices are reduced to two places: Africa and America. But, when children hear “Africa,” stereotyped images often come to mind—Tarzan or untamed wilderness. “America,” by contrast, conjures images of apple pie and European heritage. These perspectives are skewed by selective and narrow histories. History, after all, is a narrative—a selective story.
Take, for instance, the notion that Columbus “discovered” America; he merely stumbled upon a land already populated. Similarly, the story of Lincoln “freeing” enslaved people is oversimplified, often downplaying the resistance and strength of the enslaved themselves. There’s a parallel between “my story” and “mystery,” where the true history of Black people is obscured or altered.
Ancient Egypt is a prime example, known for its monumental achievements like the pyramids and hieroglyphics. The Egyptians were Africans, yet history often detaches Egypt from Africa, placing it in an invented “Middle East.” This distortion leads many to overlook that these builders and thinkers were African.
In response, new educational resources, such as Lessons from History and Celebration of Blackness, are emerging for elementary and high school students. These tools aim to reshape narratives, allowing students to begin their history not from oppression, as in the plantations of 1619, but from ancient African civilizations that thrived millions of years ago. Beginning with greatness rather than slavery empowers children to see possibilities beyond imposed limitations.
In teaching Black history, it’s crucial not just to recite names, dates, and events—such as Dr. King’s birth, accomplishments, and passing—but to connect the past with the present, helping students draw lessons and avoid repeating mistakes. Facts remain unchanged, but their significance grows when linked to today’s realities and tomorrow’s goals. Children deserve to know their story, beginning long before colonial history, and their story should be a journey beyond a single month. It should continuously help them understand who they are and the legacy they inherit.
BY: Dr. Jawanza Kunjufu
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