Florida’s African American history standards have recently undergone an extensive revamp, leading to a wave of criticism directed at Governor Ron DeSantis. Critics, including politicians, educators, and historians, argue that the state’s guidelines present a sanitized version of history.
One particular point of contention is the portrayal that middle school students should learn about how “slaves developed skills which, in some instances, could be applied for their personal benefit.” This portrayal has faced widespread rebuke.
The controversy surrounding education has become a divisive issue that could influence the 2024 presidential race. Vice President Kamala Harris has even directed her staff to plan a trip to Florida in response to the situation.
During a speech in Jacksonville, Harris, the first African American and Asian American vice president, criticized the idea that there could be any benefit derived from the dehumanization experienced by slaves. Her forceful statement further intensified the clash between DeSantis and the Biden administration.
Florida’s new standards emerge amidst a nationwide debate on how schools should approach teaching about race and gender. Local battles have erupted over banning books and discussing race in classrooms, as well as debates regarding the renaming of schools that honor Confederate generals.
DeSantis has made combating the “woke” agenda in education a key aspect of his national reputation. He has gone so far as to overhaul New College of Florida and reject the College Board’s Advanced Placement course on African American studies. His administration has also updated math and social studies textbooks, removing topics like social-emotional learning and critical race theory.
Now that DeSantis and President Joe Biden are both official candidates for the 2024 campaign, each side is accusing the other of indoctrinating children with propaganda.
The revisions to Florida’s African American history standards resulted from the enforcement of a 2022 law known as the “Stop WOKE Act.” The law prohibits teaching that could make students uncomfortable about a historical event based on their race, sex, or national origin.
The new standards appear to highlight the positive contributions of Black Americans throughout history, from figures like Booker T. Washington to Zora Neale Hurston.
Fifth graders are expected to learn about the resilience of African Americans, including their involvement in the Underground Railroad and their contributions during westward expansion.
African American studies professor Albert S. Broussard acknowledges the importance of teaching positive history but believes that Florida’s adjustments erode the recognition of violence and inhumanity suffered by Black Americans, presenting only a partial version of history.
According to Broussard, students will detect this sanitization and will demand answers. He emphasizes the need for a more comprehensive understanding of history.
The Florida Department of Education defends the new standards, stating that they were the result of a rigorous and comprehensive process that encompasses all aspects of African American history.
One standard in particular has sparked controversy, as it suggests that high school students should learn about violence both perpetrated against and by African Americans during race massacres of the early 20th century, such as the Tulsa Race Massacre. Critics argue that this attempt to present “both sides” of history contradicts the historical accuracy, as race massacres during that period were primarily led by white groups seeking to suppress Black voters.
Despite the creation of a 13-member work group and the involvement of the African American History Task Force, critics like Democratic state senator Geraldine Thompson feel ignored, asserting that the standards are slanted and incomplete. Thompson questions the lack of emphasis on pre-colonization African history and the greatest civilizations on the continent.
Florida is one of several states that mandate the teaching of African American history, including South Carolina, Tennessee, New York, and New Jersey. These mandates originated in response to demands from Black residents and educators.
LaGarrett King, director of the Center for K-12 Black History and Racial Literacy Education at the University at Buffalo, notes that debates about which aspects of Black history to prioritize have existed for as long as it has been taught. Historically, certain figures and storylines have been deemed more acceptable to a predominantly white audience.
The question remains: what version of Black history should be taught?
This article was originally published in The New York Times.
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