Historical Amnesia: Definition, Explanation, and Examples
In the realm of Diversity, Equity, and Inclusion (DEI), understanding and addressing historical amnesia is crucial. Historical amnesia is a significant aspect of this discourse, but what exactly does it entail?
Definition:
Historical Amnesia refers to the phenomenon of collectively forgetting or erasing significant historical events, particularly those involving injustice, oppression, or exploitation. This selective forgetting often serves the interests of dominant groups, perpetuating systemic inequalities and obstructing meaningful progress toward diversity, equity, and inclusion (DEI).
Understanding Historical Amnesia in DEI:
Historical amnesia is not simply about forgetting; it is an active process shaped by social, political, and cultural forces. It manifests in various ways, such as the omission of marginalised voices in historical narratives, the glorification of oppressive systems, or the lack of recognition for the struggles of underrepresented groups.
For example, history curricula in schools often highlight the achievements of dominant groups while downplaying or excluding the contributions and experiences of marginalised communities. This erasure hinders understanding, empathy, and awareness, which are crucial for fostering an inclusive society.
Example:
A striking example of historical amnesia is the Tulsa Race Massacre of 1921, where a thriving African American community in Tulsa, Oklahoma, was destroyed by a white mob. For decades, this atrocity was omitted from mainstream history books and public discourse, depriving generations of Americans of critical knowledge about systemic racism and its devastating impacts. The lack of awareness about this event until recent years highlights how historical amnesia obscures critical lessons from the past and stifles efforts toward racial equity.
Why Combating Historical Amnesia Matters:
Addressing historical amnesia is essential for creating a more equitable and inclusive society. Recognising and learning from the past allows individuals and institutions to dismantle systemic barriers and build a future that values diversity and justice. By remembering and reflecting on history, we can challenge entrenched inequalities, foster empathy, and inspire action toward meaningful change.
Conclusion:
Historical Amnesia undermines efforts to achieve diversity, equity, and inclusion by erasing critical narratives and perpetuating systemic inequities. Tackling this issue requires a commitment to inclusive education, acknowledgment of past injustices, and amplifying marginalised voices. Only by confronting and learning from the past can we build a society that values equity and inclusion for all.
References:
Nelson, S. (2009). Historical amnesia and its consequences: The need to build histories of practice. Texto & Contexto-Enfermagem, 18, 781-787. https://www.scielo.br/j/tce/a/Y7ZXShvFfBvycYj3rJmqS4r/
Goodson, I. (1989). Curriculum reform and curriculum theory: A case of historical amnesia. Cambridge Journal of Education, 19(2), 131-141. https://www.tandfonline.com/doi/pdf/10.1080/0305764890190203
Polakow-Suransky, S. S. (2004). Historical Amnesia?. Research on Education in Africa, the Caribbean, and the Middle East: An Historic Overview, 81. https://books.google.com.ng/books?hl=en&lr=&id=l_0nDwAAQBAJ&oi=fnd&pg=PA81&dq=Historical+amnesia+&ots=HKfsRwkzah&sig=SlluhAWFx4vM8f5QuVXXt51ly-g&redir_esc=y#v=onepage&q=Historical%20amnesia&f=false
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