By: Jennifer Meya
When Carter G. Woodson devised a plan for dedicating a week to focus on the significance of Black History, Jim Crow laws, school segregation, and bold-faced white supremacy were not just issues relating to the past, but very much part of the daily lived injustices of Black Americans. Since then, the month of February has been used as an occasion to encourage Blacks to reflect and embrace their history, their triumphs, and how far Blacks have come. But is it sufficient to condense an entire history into one month when the historic struggle of Black people is ongoing? The month of February has been used as an occasion to encourage Blacks to reflect and embrace their history, their triumphs and how far Blacks have come. But is it sufficient to condense an entire history into one month when the historic struggle of Black people is ongoing?
Black History Month has been a time to reflect and appreciate those who came before us. But if a week can turn into a month, why hasn’t the content this month celebrates been expanded into the rest of the year? Although the 60s are long gone and slavery has been abolished for over a century, there are still hidden stories that have not been heard, such as that of Black Canadian slavery, and of African-Canadians who contributed to the development of Canada today.
How can African-Canadian students understand their own history, let alone identity, if the education system focuses on stories that are irrelevant to Black youth growing up in Canada? Repetition breeds boredom. If curricula in Canada stick to the same portrayal of the same historical events, the possibilities of moving forward as a still developing nation become far-fetched. The separation between Black history and Canadian history should not exist because it further complicates Canadian history in general. It generates a complex battle in the schism between Blacks and non-Blacks, wherein ‘Black History’ is only recognized once a year and white history overpowers and is known as the standard rule of law – the dominant narrative in Canadian and American histories. Constraining a significant part of history to a month, once a year does not allow students to absorb all that needs to be learned. It sets up boundaries about what is worth reflecting on and what stories are marginalized.
To celebrate Black history goes beyond a one month tradition. It pushes us to become aware of our similarities and differences. This awareness involves a transpersonal experience – one that goes beyond the self and towards understanding other aspects of relating with each other. If we start to understand one another, we start to bridge the gap of the “us versus them” scheme. Since Black Canadian history and other histories have not been the subject in our lenses, it is assumed that whites are the founders of this land. Within these assumptions, that which is Euro-centric becomes the authoritative narrative, structuring reality for all.
Where do young African-Canadian high school students or undergraduates stand in terms of their history and their futures? How can Black students gain the opportunity to understand their identities if racially and culturally appropriate content is never taught in schools? Philosopher Steve Biko believed that “the most potent weapon in the hands of the oppressor was the mind of the oppressed.” The work of Black intellectuals is rarely celebrated. Other Blacks are erased from history and few are remembered for their feats.
There are countless African Canadians who became prominent Canadian figures. Hon. Lincoln M. Alexander was the first Black person to become Member of Parliament. After obtaining a law degree from Toronto’s Osgoode Hall School of Law, he was appointed a Queen’s Counsel and became a partner at a prestigious Hamilton law firm. He then served in the House of Commons until 1980. In June of 2006 Alexander, was named the “Greatest Hamiltonian of all time.”
A look at Black History also reveals struggle. Evidence shows that Harriet Tubman escorted slaves to freedom through the Underground Railroad. However, for some slaves, freedom was unattainable. The hanging of Angelique is a prime example of a hidden narrative that has been left largely undiscussed. Angelique was accused of setting fire to her owner’s home and damaging forty-six buildings. Since she was known as a rebellious slave, she was forced to die for a crime she may have never committed. It was her abnormal behaviour in the eyes of the white “masters” that fabricated her fate.
We lack the ability to empathize and sympathize with our Black colleagues when we refuse to embrace diversity within our nation and grasp an understanding of Black experiences. We overlook Black writers who have written revolutionary novels, articles and non-fiction narratives. These include writers such as Dionne Brand who based her writing on her feminist outlook. Brand’s focus was on the experiences of Black women and she received countless nominations for her work as a poet, filmmaker and a novelist. George Elliot Clarke was well-known as a poet and a playwright. He received the $150,000 Trudeau Fellow prize for his contribution to the discussions on multiculturalism.
Black history needs to become a part of Canadian history recognized in textbooks and curricula. We become more knowledgeable, and more adequate in our historical affirmation of the role of Black intellectuals, Black experiences and Black identity if we end the one month routine and envision Black history as Canadian history. As James Hal Cone once stated, “If integration means accepting the white man’s style, his values or his religion, the Black man must refuse. On the other hand, if integration means that each man meets the other on equal footing…then mutual meaningful dialogue is possible.” Dialogue breeds solidarity.
This article was first published in The Leveller Vol. 6, No. 5 (Feb/Mar 2014).
