13.3: Decentering Historical Narratives

Emphasizing the Experiences of Marginalized Peoples

Many textbooks continue to perpetuate Eurocentric biases by ignoring, downplaying, or blurring the experiences and contributions of peoples from Africa, Asia, and Latin America. Demographically, the West represents approximately ten percent of the world’s population. Yet, western dominance in historical writing is overwhelming. What is astonishing is that non-western writers have successfully been marginalized even in the production of their own histories. English is the dominant language of historiography and most of the analytical frameworks are European. Thus, drawing inspiration from Gayatri Spivak, we ask “can the subaltern speak in world history?” How can we move beyond simply integrating the “other”  into a predominantly western paradigm? 

Textbooks are important sources of information for students. The problem is that history textbooks present simplified, sanitized linear summaries, especially about race relations and colonialism. The concepts of race and racism are not static: they are evolving social constructs! Contrary to popular belief, discrimination did not emerge simply from ignorance or hatred. In fact, racist practices have been consciously designed by some of the most influential minds of each period. For example, many textbooks suggest that racism in the United States was an outcome of Southern slavery. This is inaccurate: the concept of “white supremacy” preceded the origins of the United States. The first few chapters in this textbook shed light on these issues.  

History, or more accurately 'histories,' refers to the narratives that human beings construct to make meaning of past events. Over time, societies have permitted certain narratives to be articulated, and others to be silenced.  Thus, the belief that narratives can accurately approximate all past events is problematic, especially when selected themes are politicized and blurred by anachronistic approaches. If our goal is to better understand the human past, we need to critically examine the narrative forms of history as well. 

One of the main goals of our project is to de-center Euro-American discourses about the non-western world. The task of creating inclusive and accurate academic content is critical. World History textbooks often present sanitized versions of conflicts that either minimize or omit violence, exploitation, and oppression that were integral to empire building and European colonialism. Thus, incorporating anti-racist content into World History textbooks involves exposing violence and exploitation by examining the brutalities of slavery, the exploitation of colonial subjects, and the ongoing violence against women and minorities. While these topics may be difficult to confront, they are essential to understanding the reality of human experience and the ways in which racism has shaped our world. 

In addition to including anti-racist content, it is also important to problematize conventional terminology and pedagogy. When African American historical figures are included in textbooks, they are often portrayed as deviants in Euro-American society. Malcolm X, for example, is often represented as a militant and divisive figure, rather than as an influential leader who advocated for the rights of African Americans. These narratives often ignore the range of political and social issues that he addressed, and instead focus on his most controversial statements and actions. Such narratives are designed to marginalize the historical legacies of systemic racism. These omissions are not accidental. This revised version showcases some of the historical events and figures that have long been absent in traditional World History textbooks. The content, primary sources, and discussion questions in each chapter are designed to:

• Identify historical structures of power, privilege, and inequality that are rooted in discrimination. The first couple of chapters focus on the history of slavery and its impact on the world, including the transatlantic trade of enslaved peoples and the ways in which slavery shaped the economies and cultures of different societies. The following chapters explore the histories of colonialism and imperialism, and the ways in which colonial powers exploited and oppressed people in Asia, Africa, and Latin America. We bring particular attention to the ways in which colonial discourses have influenced and distorted our understanding of historical events and experiences of colonized peoples to disrupt discourses of white supremacy. 

• Examine resistance movements in Africa, Asia, and Latin America. Throughout history, people have fought against oppression, discrimination, and injustice in various ways: civil rights movements, anti-colonial struggles, and other forms of resistance. For example, indigenous people in the Americas have consistently resisted white supremacy since sustained contact with the Europeans began in the sixteenth century. Focus on these resistance movements demonstrates the power of collective action and the importance of fighting for justice and equality. This approach allows students to understand why dissent is difficult to exercise when racism is an integral part of governance. Chapters 9 to 12 illustrate the interconnections among struggles for justice worldwide; for example, the struggle for civil rights in the US was connected to African independence, women’s rights, labor, and the Free South Africa movements. Anti-racist histories place a greater emphasis on the experiences and perspectives of historically marginalized groups to ensure that their stories and contributions are valued and recognized.

• Incorporate diverse voices and perspectives. We included a wide range of primary sources that provide alternative perspectives and experiences from across the world. This includes the perspectives of people of color, indigenous peoples, and other marginalized communities who have been traditionally excluded from mainstream historical narratives. Colonial perspectives and Eurocentrism dominate the way World History is taught. Teaching an anti-racist and non-Eurocentric history of the modern world requires a multi-faceted approach, starting with the recognition that these biases exist and that they have been perpetuated in our educational curriculum. Our goal is not to simply add a few random examples to traditional narrative but to consciously make the histories of marginalized events and historical actors central to historical education. We have decentered historical narratives by drawing attention to the contributions of historical figures and events that are seldom celebrated in conventional textbooks, such as the Madres de la Plaza in Argentina and the Angolan Civil War.

• Re-examine the role of the West in Global History. Chapters 10 to 12 highlight the experiences of colonized peoples in Africa, Asia, and Latin America, and examine the devastating impact of colonial and imperialist exploitation in those regions. In addition, the primary sources and discussion questions focus on the role of race and racism in shaping political and economic systems, including the formation of apartheid regimes in South Africa and other countries, and the impact of segregation in the United States. 

• Decolonize terminology and critically analyze primary sources. The development of Global History as a pedagogical field requires us to critically reanalyze the educational and cultural legacies of European colonialism from a subaltern perspective. The language and terminology used in this book recognize the agency and perspectives of non-Western peoples. Every chapter includes primary sources and discussion questions that encourage students to question assumptions, explore alternative perspectives, and analyze the ways in which historical narratives are constructed and manipulated.