I have finally got hold of the 1995 "Lies my Teacher Told me" by James Loewen (winner of the 1996 American Book Award, the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship, and the Critics Choice Award of the American Educational Studies Association) in which he shows the dangers of teaching in line with narrow national guidelines and stereotypes. Although the author describes history teaching in the US, its arguments apply to most other countries where history teaching is dominated by state recommended (or prescribed) textbooks.
I have only just started reading, but already the first chapter on the use (or abuse?) of "heroes" is telling. Loewen uses two characters commonly found in US teaching, President Wilson and Helen Keller. In both cases, using well supported and documented arguments, he shows how text book authors, and through them teachers, have created historical figures somewhat different to reality, but interpretations that better suit the perceived political aspirations of the authorities. In the case of Wilson, he is portrayed as the world statesman striving for peace after World War I, yet this is the President who instigated intervention and invasions in five central American countries (not to mention his Russian war) – a "bad neighbor policy" but never called this. A US Marine general is quoted as reporting that during the invasion and occupation of Haiti "Practically indiscriminate killing of natives has gone on for some time". Nor are his racist views at home (and at Versailles) given much treatment. He was also a vehement anti socialist, although the "Red Scare" he started is normally presented (here I must confess guilt myself) as a policy of the 1920's Republicans.
A different perversion of the hero figure is illustrated with the case of Helen Keller. The blind and deaf girl who overcame her physical handicaps has been presented by teachers worldwide as an inspiration to generations of school children. Yet Loewen shows how here the image has been edited (perhaps redacted to use current terminology) to conform to liberal ideas of success and progress for those who work hard to overcome adversity. In fact little is written, or taught of Keller as the adult (and born in 1880, she lived until 1968). As an adult Keeler became an ardent left winger. Her commitment to socialism stemmed from her experience as a disabled person and from her sympathy for others with handicaps. She soon realised that disability was disproportionately an affliction of the poor – industrial accident, slum and factory life all contributed as well as a lack of means to cope with the disability as she had done. All a consequence of the capitalist system as she saw it. So she moved to the larger political arena to push for change: key figure in womens suffrage, supporting the new Soviet Union, founder member of the American Civil Liberties Union, funding the NAACP and Debs the Socialist presidential candidate. Little of this or her view that the power to rise in the world was not within the reach of everyone suits teaching the American Dream or the land of opportunity for all. Hence it was not in the teaching materials and Keller remained the child hero rising above adversity.
Of course Loewen has his own hobby horses (which to be fair he makes clear early on) and this was first written over 15 years ago (A Second 2008 edition looks at post 2000 textbooks). Teaching has moved on from then (perhaps too much in the opposite direction in some cases to the bewilderment of many students), but so far this has been an intriguing read – certainly one that should be sampled, if not read totally by all teachers.
Keller is quoted as saying "People do not like to think. If one thinks one must reach conclusions. Conclusions are not always pleasant." Very true, and often against ones learning, national inclination or peer pressure.
Image origin………………… .
linked casahistoria site: Teachers Pages
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