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History Debunked Demolishes The Black Curriculum

This is another fascinating and well-argued video by Simon Webb of History Debunked. This time he takes aim at The Black Curriculum, the group behind the demands that the teaching of Black History should not just be for a month, but all through the year.

Black History Not Inclusive, Solely for Black Minority

Webb starts his video by stating that, demographically, only three per cent of this country’s population are African or Caribbean. This is a problem for those groups desperate to show that Blacks have made a major contribution to British society. There are other, larger ethnic groups. Indians comprise 8 per cent, and we could also reasonably ask why there also shouldn’t be an Asian history month, or Chinese, Polish or Irish. But the demand is specifically for history that concentrates exclusively on Blacks. He returns to the same point at the end of the video.

The Black Curriculum

He then moves on to Black Curriculum group themselves, who have been favourably mentioned by the Beeb, the Groaniad and other newspapers. Their website, to which he provides a link, contains template letters for people to use to send to government ministers. They also produce educational videos which they distribute free. One of these is about Mary Seacole, the Afro-Caribbean who supposedly nursed British squaddies during the Crimean War, and whom Black activists have claimed was a rival to Florence Nightingale. Webb describes it with the Russian term disinformazia, which means deceitful propaganda. He wonders whether this is a bit a harsh, as they might actually believe it. The Black Curriculum also runs workshops for schools and want to have their video widely adopted. He then proceeds to demolish their video on Seacole.

Lies and Bad History in Seacole Video

It starts by claiming that she came to England to nurse British soldiers because she’d heard that conditions were so bad. Not true. She came to England, leaving her restaurant in Panama, because she’d invested in mines in Grenada, and wanted to know why her shares weren’t doing well. She felt they should have been sold on the British stock exchange. It goes on to claim that she applied to be a nurse, but her application was refused. Wrong again. Those applying to be nurses had to send a written application accompanied by references. She didn’t do that, but lobbied one or two people but never made a formal application. It also claims that she opened a hotel for sick and wounded officers. But it was simply a bar and restaurant. There was no accommodation there at all. He backs this up with a contemporary picture of the ‘hospital’, which shows exactly that it wasn’t one.

He notes that there are other problems with the video, but says that these will do for now, though he might say more in a later video about it and The Black Curriculum. He offers two explanations why they made a video as terrible as this. The first is that they knew nothing about Mary Seacole, and hadn’t read her autobiography. The other possibility is that whoever made the video knew the facts, and set out deliberately to deceive adults and children, which is quite malicious. Someone like that – either ignorant or malicious – should definitely not be in charge of what is taught in the curriculum.

Important Mainstream Subjects that Might Have to Be Dropped to Make Room for the Black Curriculum

Webb also wonders how the issues demanded by the Black Curriculum could be fitted into the present curriculum, as it is packed as it is. There is already enough struggle fitting the present material in. He looks at some of the material the Black Curriculum is already putting forward, and what important subjects in history might have to be dumped to make room for it. This, Webb suggests, might be the Magna Carta, or the Bill of Rights, or perhaps the Holocaust. He then looks at the modules The Black Curriculum suggest on their website. This is material aimed at 7-8 year olds, in other words, kids at Key Stage 2. It’s a time when children are learning basic literacy, arithmetic, science, art and PE. It’s very intensive and there’s a lot of work there. Well, reading and writing might have to be cut back to make room for ‘Collectivism and Solidarity’. A few maths lessons could be dropped in favour of ‘Cultural Resistance’ and ‘Food Inequality’. Science is obviously not as important to children as ‘Activism’, ‘Colonialism’ or ‘Systemic Racism’. He describes this proposed curriculum as ‘largely agitprop’. It’s political propaganda.

He then sums up the problems of the Black Curriculum. There are three.

  1. It’s concerned mainly with Black people. If it was geared to broaden the cultural understanding of the average child he might be in favour of it. He states that he homeschooled his daughter, and as result they visited various different cultures. These included a Black evangelical church, a mosque, synagogue, Hindu temple and Sikh gurdwara. If the proposed syllabus included these as well, he might be in favour of it. But it is not.
  2. It seems prepared by the ignorant or malicious. And that’s an insurmountable object to adopting material of this kind.
  3. And if you’re considering cutting material from the national curriculum, then as many groups as possible should be consulted. Like Indians and Bengalis, Chinese, the Jewish community, which has a long history in this country. If you want to broaden the cultural horizons of British children, which is a noble enough enterprise, it shouldn’t be restricted to just three per cent of the population. It needs to be much broader entirely.

Here’s the video.

Now it’s clear that Webb is a man of the right, but I think he makes valid points, and his remark about trying to broaden children’s horizon is both fair and shows he’s not a racist.

I admit I found myself reacting against the demand to have Black African civilisations taught as part of the national curriculum. It undoubtedly would benefit Black children, or at least, those of African descent. David Garmston interviewed several Black schoolchildren about it in an item in the local news programme for the Bristol area, Points West. One of them was an African lad, Suhaim, who said he had had very low self-esteem and felt suicidal. But this was raising his spirits. You can’t want anyone, of whatever race or culture, to suffer like that. I’ve been interested in African history and its civilisations since studying the continent as part of the ‘A’ level Geography course, at which I got spectacularly bad marks. It’s a fascinating continent, and I encourage anyone to learn about it. But I think I objected to the proposal because it seems that what should be a voluntary pleasure and a joy was being foisted on British schoolchildren for the benefit of foreigners or a minority of people, who find it unable to assimilate and identify with the host culture. I know how unpleasant this sounds, but this is how I feel. I also think that activism like this creates more division, by presenting Blacks as an ‘other’ with a completely different history and culture, who need to be treated specially and differently from Whites and other ethnic groups.

Black people have contributed to British, American and European civilisation and not just through slavery and the riches they produced for planters and industrialists. But until the late 19th century, the continent of Africa was effectively closed to westerners through a mixture of the tropical diseases around the malaria-infested swamps of the coast and strong African states that kept European traders confined to ghettos. Hence Europe and Africa have little shared history until the European conquests of the 1870s, except in some areas like the slave forts of the Gold Coast, and Sierra Leone, founded in the late 18th century as a colony for freed slaves. Liberia was also founded as such a colony, but by the Americans.

Webb’s description of the overall syllabus proposed by The Black Curriculum as disinformazia and agitprop is also fair. It looks like propaganda and political indoctrination, and that’s dangerous. I realise that I should agree with its hidden curriculum of anti-colonial resistance, solidarity and exposure of food inequality, but I really can’t. I believe that teachers have to be balanced and objective as far as possible. This is what is demanded by law. I don’t want children indoctrinated with Tory rubbish about how Britain never did anything wrong and the British Empire was wonderful. Far from it. Topics like those recommended by the Black Curriculum are fine for universities, which should be centres of debate where students are exposed to different views. But it’s not suitable for schools. Our mother was a teacher in a junior school here in Bristol She states that teachers are required to keep their personal opinions out of what they teach their students. If this in unavoidable, such as if a child asks them what they personally believe, then they have to reply that it is just their personal belief, not objective fact.

The Black Curriculum, therefore, certainly does seem to be peddling mendacious pseudo-history and should not be allowed near schools. But I fear there will be so much pressure from well-meaning activists to include them, that they will have their way.

African History in Maps

Published by Anonymous (not verified) on Sun, 05/07/2020 - 11:47pm in

Colin McEvedy, The Penguin Atlas of African History (Harmondsworth: Penguin 1980).

This is another book which I though might be useful for those with an interest in African history and archaeology. Colin McEvedy wrote a series of similar books, showing the progress of history through maps. They were on ancient, medieval and modern history, as well as an Atlas of World Population, with Richard Jones. This does the same for Africa, using maps of the continent from geological times through to 1978. The earliest is of the planet 175 million years ago, when Africa was part of a single supercontinent, Gondwanaland. Subsequent maps show how this had split into the modern continents by about 50 million years ago. This is followed by a map showing the development of the Great Rift Valley and Lake Victoria. The book then goes on with maps showing the early pre-human and human sites, the emergence of the different racial populations and language groups, and the various African peoples and the great states and civilizations, beginning with Nubia, Egypt, and Carthage. It shows the great migration and movements of peoples and their dispersion across the continent, and its population at various points in history. The maps also show Africa with southern Europe and the near east to illustrate how the empires from these areas expanded into Africa, such as Rome, Persia and the Arabs. Sometimes the movement of conquest was in the other direction, such as Carthage, whose territory included part of modern Spain, and the Almoravids, who rule Islamic Spain and part of northwest Africa. Some maps are of the continent as it was known to the ancient and medieval geographers in 1350, as well as the travels of Ibn Battuta, the Portuguese voyages of 1482-8, Vasco da Gama’s voyage to India of 1497-8, population and trade routes c. 1600, the foundation of European enclaves and trading forts, the population in 1800 and the European geographer’s view of the continent the same year and then in 1856, the European exploration of the east African lakes, and their invasion and conquest of the continent. The emergence of the newly independent African states is shown in a series of maps from 1960 onwards. The last map is of the African population as it was expected to be in 2000.

The blurb for the book runs

This is a succinct account of civilisation in the continent that gave birth to the human species.

It is a fragmented and turbulent history in which the movements of peoples contrast with the creation of permanent states – Egypt, the earliest organized kingdom in the world; Carthage, the trading city that built an empire to rival Rome; Nubia; Abyssinia; Mali, the land of gold; Benin and Zimbabwe. Seamen probe its coast, traders cross its deserts and gradually the exploiters move in; and then, in the twentieth century, Africa finds the leaders it needs to re-establish its independence and create the nation-states of today.

Using the formula successfully established in his previous historical atlases, Colin McEvedy outlines this progress with the aid of fifty-nine maps and a clear, concise trext. Though his synthesis will be especially useful to those involved in the teaching of African history, its broad perspectives will undoubtedly appeal also to the general reader.

This is obviously a dated book, and I’m not sure if some of the anthropological language used to describe some of the African races would be acceptable today. For example, the book distinguishes between Negroes, Pygmies and Bushmen. Obviously much of the book is very much as Africa was seen by outsiders, such as Arab travellers like Ibn Battuta, and the European explorers and conquerors. This is doubtless partly because many African cultures did not possess a written language before the appearance of Europeans. They did possess their own oral histories, and the Islamic empires of north Africa and Christian Abyssinia/Ethiopia were literate. In the case of the Islamic states, this was in Arabic, which served as the official language in the same way Latin did in medieval western Europe.

Despite its limitations, I still think this might be useful for people with an interest in African history. The texts accompanying each map are short, often no more than two pages, so the book should be accessible to ordinary people and not just university students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

New article on CCS in France

Published by Anonymous (not verified) on Tue, 24/03/2020 - 10:00pm in

Tags 

france, Geography

Volume 24, 1 – Winter (2020), pp. 11-29 Toward spatial analyses of local currencies: the case of France Jérôme Blanc * and Csaba Lakócai ** * University of Lyon, Sciences Po Lyon, UMR Triangle, Lyon (France). Email: jerome.blanc@sciencespo-lyon.fr ** University of Pécs, Doctoral School of Regional Policy and Economics (Hungary); Hungarian Academy of Sciences, Institute […]