By: Ameena Stringer, Staff Writer
From the patriotic stories of the Revolutionary War, to the harrowing narratives of slavery, to the overly inclusive history of European greatness, Mills’ social science classes seemingly cover the gamut of all the important aspects of world history.
As students, we can agree that the social science department, while covering the rich history of the world, is making a conscious effort to be culturally relevant and inclusive in the social science curriculum with lessons on underrepresented populations.
However, as a student of Middle-Eastern descent, I feel that Arab historical contributions and history are far too often overlooked or not equally taught from teacher to teacher.
As a half-Palestinian student, who has attended schools in the Millbrae area for 13 years, I have never once seen myself in the books or in the powerpoint slides or the class lectures.
In elementary school I learned rightfully all about the horrors of slavery. In middle school, I learned all about the pains of Asian hate and the indigenous people’s point-of-view on the atrocities of Columbus. In high school, it has been about the contributions and challenges of BLM and LGBTQ+ alongside the other repetitive topics. But I ask, where is my chapter?
In my US History class, I can see the outrage in the eyes of LGBTQ+ peers as we learned about the injustices of the Stonewall Uprising. But I ask, where is my chapter?
Why is it that Middle Eastern culture and history is often skipped over? Is it because Western centrism is the focus of world history? Or simple ignorance of the modern educational system?
The Arab student population of Mills is just under 3% with students from Yemen, Tunisia, Palestine, Lebanon and more. We ask, where is our chapter?
Modern World History, covering years from 1780-2023, is a graduation requirement, all students are mandated to take it. Yet the events of the Middle East during this period that many would argue are integral to modern history often go silent.
For example, for decades Palestine has been wrongfully subjected to violence and apartheid by Israeli policies, exposing Palestinians to systematic human rights abuses. With people kicked out of their own homes and many sent to unlawful detention centers, I recognize some past events being repeated. We can see the similarities to the absolutely inhumane brutalities of the Armenian genocide and the Holocaust, two tragedies which are covered in social science classes. Yet crimes against Palestinians which have hurt generations, changed the political landscape of the region, and personally prevented me from experiencing the lands my gradparents cherished are being disregarded.
As some histories are recognized in social sciences and others aren’t, I have to say, we are lacking true inclusivity in the curriculumns.
Don’t you think it’s important for sudents of all backgrounds to learn about this history too? Notably, students in Mr.Burdette’s class learn about Palestine but students in other Modern World History classes do not experience the same curriculum.
Palestine is just scratching the surface. Syria has been at war for over 10 years. With a deepening economic crisis, ongoing localized warfare, and destroyed public infrastructure, ordinary Syrians are displaced throughout the Middle East and Europe and require humanitarian aid for their survival. Is this not something we should learn about as well?
The Middle Eastern cultures are slightly touched upon in ethnic studies classes. As ethnic studies and modern world history teacher, Ms.Ogechi stated, “…There is no unit on Arabs or Arab American history.”
When pushed further as to why she stated, “Oh of course 9/11… like that is the essence as to why Americans are so racist against Middle Eastern people. It’s 9/11, it’s the wars we had in the Middle East…”
This idea that one event portrays all Arab people raises exactly why Arab history needs a more prominent place in the curriculum–to counter the fear that’s boarded by ignorance and shifted into a more fair demeanor.
The curriculum already makes efforts to highlight the perspectives of minorities throughout history. A well-known and taught example of this is the resulting discrimination towards Japanese-Americans during World War II thanks to political tensions. The horrors they experienced is acknowledged and highlighted in our school and schools throughout the country. Yet the treatment of Arabs and Afghans, who experienced such horrors themselves, remain widely unknown. Many faced injustice and unforgivable treatment in the US and in Iraq and Afghanistan as a result of American political actions. This recent history should not be covered up.
When asking students about the topic of the Middle East being taught in any of their history classes, hesitation and a pattern of not having an understanding of the history was common.
Ytzel Ramirez (10) implied, “…it was brief in 7th grade, not a whole lesson.” I followed up by asking if you could tell me one positive fact about the Middle East. The student was silent.
I asked another student the same questions. Genevieve Pasamonet (10) shared, “I felt like a lot was left out during my history classes because they didn’t want it to be documented or it looked bad. But no, I don’t remember learning about the Middle East. I think my 8th grade teacher brought it up but nothing was really said or taught.”
When I asked if she could tell me something about the Middle East, she answered “I can’t think of anything.”
The world is ignorant of Middle Eastern history and recent events, as evidenced by interviews with teachers and students. This is how it has always been and will remain unless we change. If the correct history is not taught, it will only continue to repeat in silence for those who wish to keep it that way. But if we start incorporating Middle Eastern history into the curriculum, we can all start to transcend the ignorance of Middle Eastern history and culture and become more worldly educated.
How can we expect to see the change if we don’t educate and inform? Ms.Ogechi was open to the idea of going in deeper with the understandings of Middle Eastern cultures and the Middle East to give those more awareness. This is appreciated.
Much can and should be taught about modern Middle Eastern nations. From the industries that export to the different sides of the globe to the importance of the oil trade from the Gulf nations, from farmed produce from the Levantine region to the poets, politicians, and artists who’s words and creations deserve to be valued. And certainly not to forget the liberators who dismantled European imperialism in the region at great costs, yet aren’t rightfully remembered.
These different aspects from the Middle East have helped shape the world in many ways. The Middle East’s strategic position and resources make it a critical area with global ramifications. So, we ask, where is our chapter?
Middle Eastern History will benefit students of Middle Eastern backgrounds as well as non-Middle Eastern backgrounds by countering ignorance and misinformation.
It is important to hear your own culture being taught because it helps you understand your roots, traditions, and heritage. Learning about your culture promotes a sense of identity and belonging. Students learning about different cultures also stand to foster appreciation and respect for diversity, as they gain insight into other cultures and perspectives. By deciphering your own culture and your peers, you can better connect with others by contributing to a more inclusive society.
