Posted on November 3, 2010
In October, Britain celebrated Black History Month. This month, dedicated to the promotion of black history, culture and heritage, is intended to stimulate interest in the black legacy through education, performances and events celebrating blackness. It aims to highlight positive contributions made by blacks in British societ and in so doing to legitimize blacks and their role in the making of Britain, and the modern world.

The origins of black history month go back to 1926, when the then editor of the Journal of Negro History, Carter G. Woodson established Afro-Caribbean celebrations in the United States. Black history month is celebrated in North America in February; in Britain it is celebrated in October.

Black History Month has been heavily criticised in Britain in recent years. Underpinning the criticism are two main issues. Firstly, it is asked, why should the focus on important black figures be limited to one month of the year? Surely if blacks have played a central role in the making of the Britain then their stories should be fully integrated into the schooling curriculum. Secondly, is is considered that the deification of black figures in a single month over-simplifies a very complicated history.

In much the same way that employment equity is deemed racist by some in South Africa; those who oppose it suggest that 'Black History Month is racist'.

The reality is that British Heritage continues to carry an anglocentric hue. In fact it seems to be resistant to transforming, lest transformation lead to a diminished significance of the British Empire. Britain has yet to come to terms with its recent past. Memories of colonial conquests are brought to mind here, as well as slavery - perhaps the most important aspect for the British advocates of the month.

In speaking of the prowess and stature of Britain in the making of the modern world, a whole set of traumatic events are elided, and painful, and indeed shameful, events are excluded. The result is that black kids growing up in Britain learn about the expansion of the Western economy, renaissance literature, etc., but those who closely resemble them, are excluded, kept out of the picture. The education curriculum claims to contribute to the shaping of identity of youngsters. Can this be achieved without suitable historical role-models for kids to emulate?

In defending the integrity of the British Empire, authorities demonstrate their resistance to re-writing history.

This is for me, the most fascinating aspect. There is a sense that academy views itself as being progressive, researching areas once considered to be peripheral. But, if historical evidence is neglected or blatently ignores then something must be wrong. What is to be done when authorities explicitly deny truths about the past?

This is the question at the heart of the debate on black history. The struggle over history is a struggle of who we are.

Thokozani is a lecturer in the Music Department of the University of South Africa (UNISA), and an Archival Platform correspondent.