By Michelle Embree Ku, PhD

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Should our schools be teaching “woke” history? Surprisingly, my answer is no. The concept of "woke," as defined by Merriam-Webster, emphasizes the importance of being aware of significant social and racial justice issues. However, in the realm of social media, the term has evolved to represent a divisive political stance, framing discussions as a binary of progressive versus conservative.

This politicization of "woke" highlights a major issue in education today. Instead of allowing educators to guide students through nuanced topics, external interest groups and politicians intrude into classrooms. This shift diverts attention from fostering critical thinking and engaging students in meaningful discourse to a simplistic debate over right versus wrong.

Whether it’s Donald Trump’s rejection of Critical Race Theory—an academic exploration of law and systemic racism—or Joe Biden's misstatements regarding historical figures, neither contributes positively to the dialogue. Biden, in a 2020 speech, inaccurately claimed that Lewis Howard Latimer, a Black inventor, was the sole inventor of the light bulb. This misrepresentation, while aiming to shed light on the often-ignored contributions of Black individuals, ultimately muddled the discussion when coverage highlighted his error.

Education cannot simply serve as a platform for performative political statements. As a parent and a member of a local educational board, I occupy a unique space straddling politics and community engagement. While Biden's intention to address the historical exclusion of Black contributions holds merit, it cannot overshadow the longstanding issue of a predominantly white narrative in American history education.

The NYC Coalition for Educational Justice's 2020 report revealed a staggering disparity: 83% of authors in literature assigned to students from pre-K to eighth grade were white, starkly contrasting with the demographic composition of students in the U.S. and New York City. This disparity calls for a reevaluation of the literature we present, potentially replacing it with works from diverse authors, both past and contemporary.

In contrast, revising history textbooks proves to be a far more complex endeavor. The narratives we learn are historically crafted by those in positions of power, and the phrase “history is written by the victors” encapsulates this reality. However, history is not static; it evolves as we gain new insights and hear from a broader range of voices.

Acknowledging the absence of minority perspectives in American history is a necessary but uncomfortable step. This recognition challenges our preconceived notions of identity and community. The myth of the "lost cause" illustrates this distortion, presenting the American Civil War as a noble struggle rather than acknowledging the brutal realities of slavery and oppression.

For centuries, U.S. history has often been told through a Eurocentric lens, elevating figures like Captain John Smith and Thomas Jefferson while sidelining the contributions of marginalized groups, including Native Americans and enslaved individuals. While we celebrate leaders such as Abraham Lincoln and George Washington, we frequently overlook the labor of those whose work built the nation.

Having an accurate curriculum is only part of the solution. Without educators equipped to facilitate challenging conversations about America’s racial history, difficult topics may be avoided altogether. The increasing politicization of education complicates this, with many teachers feeling uncomfortable addressing race-related issues in the current climate.

Recent legislative efforts in various states have further stifled essential conversations about race and injustice. For instance, Texas considered a bill limiting discussions on these topics, while Oklahoma enacted laws preventing lessons that could cause "discomfort" related to race or gender. Ironically, these actions illustrate a need for enhanced critical thinking skills among legislators themselves.

The most effective curricula engage students and cultivate their analytical abilities. It should also reflect the diverse realities of a multicultural society. Given the demographic shifts in the U.S., where students of color comprise a significant portion of the population, it’s crucial that their identities and experiences are represented in their education.

Opponents of teaching America’s history of racism argue that it breeds division. However, the reality is that Black and brown students face racism daily. Acknowledging these experiences in education can foster understanding rather than exacerbate division. Rather than instilling shame, inclusive curricula can promote pride in the diverse fabric of our nation.

As cultural conflicts escalate and political figures intervene in educational content, I remain concerned. Our approach to teaching history must adapt to new understandings, incorporating perspectives that have been traditionally marginalized. My hope is that this evolution can be guided by educators, rather than politicians.

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This article was previously published on The Good Men Project.

About Michelle Embree Ku, PhD: Michelle is a dedicated volunteer, part-time scientist, and lifelong learner.