In 2016, an English teacher explored the archives of the Brooklyn Historical Society, uncovering abolition and women’s suffrage movements. Original sale documents of young Black girls from the 1840s were part of this journey. Another summer, they studied the resilience of the Gullah/Geechee people in Savannah, Georgia, who maintained African traditions due to their isolation. The National Endowment for the Humanities (NEH) supported these opportunities to teach high school students about the legacy of enslavement.
The NEH has been pivotal in providing hands-on experiences for teachers through summer institutes. These programs enriched the understanding of American literature and offered deeper insights into works like “Narrative of the Life of Frederick Douglass.” However, such programs are now threatened by budget cuts and shifts in funding priorities, focusing more on general U.S. history and avoiding ideologies.
Popular programs like “Sailing to Freedom” and “The Immigrant Experience in California” are at risk as the Department of Government Efficiency (DOGE) redirects NEH’s $210 million budget to projects like the Garden of Heroes. This proposed monument park includes figures like Harriet Tubman but ironically undermines the history she represents by cutting educational funding.
State legislatures and school boards are echoing federal moves, limiting discussions on race and Black history under the guise of avoiding divisive topics. This trend deprives teachers of critical professional learning opportunities that help convey expansive histories, essential for understanding complex historical events.
Without NEH support, educators must find alternative ways to teach diverse histories. Black teachers have historically employed subversive methods to educate students on overlooked narratives. Efforts to counteract these cuts include private funding and virtual seminars, while academic groups like the American Historical Association fight budget reductions in court.
Monuments alone cannot replace comprehensive education. Figures like Harriet Tubman need more than statues; the public must understand their monumental contributions to history.
Jessica Lee Stovall, Assistant Professor of African American Studies at the University of Wisconsin, Madison.
For related stories on teaching Black history, visit The Hechinger Report, a nonprofit organization focused on education.
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