March 2025

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HBCUs

The Marching Storm band performing during halftime. Photo by Nazareth Brooks 10/25/24

PVAMU Homecoming Game

The Marching Storm band performing during halftime. Photo by Nazareth Brooks 10/25/24

Racial segregation between HBCUs

Racial segregation has contributed to the erasure of institutional history at HBCUs in multiple ways, including funding disparities, land-grant inequities, and narrative control.

Due to systemic racial inequalities, HBCUs have long struggled with funding. State governments and federal funding programs often prioritize predominantly white institutions, leaving HBCUs with fewer resources for preservation and development.

Many HBCUs, including PVAMU, were established as land-grant institutions but do not receive the financial support needed to preserve their own history. This lack of funding limits their ability to maintain archives, historical buildings, and other essential resources.

Lastly, narrative control plays a significant role. In education and media, the contributions and significance of HBCUs are often overlooked or downplayed. This lack of representation shapes public perception and further marginalizes these institutions.

Racial desegregation through public history at PVAMU

There are several ways we can work toward substantive racial desegregation through public history at PVAMU. One approach is storytelling—creating more platforms to showcase PVAMU’s history. This could include making documentaries or establishing a “History Day,” where history classes across campus visit the digital archives to explore the university’s collected history.

Another important method is gathering oral histories from PVAMU alumni, faculty, and staff. Their firsthand accounts can provide valuable insight into the university’s past and how it has evolved over the years.

How Does Politics Effect Public History?

Politics in Public History

I think that there is no way to separate the fields of politics and public history. One of the key aspects of public history is community engagement, learning the people’s stories, understanding their plights and what they want to tell. Those stories and those people’s lives are political. Two people could tell widely different stories of the same event depending on their perceptions of what it is. The inclusion or exclusion of certain elements in a story reflect those perceptions.

From the text by Faith Davis Ruffins, we get a tale about African American museums. We learn about the history of these museums and how they came to be. How there was so much fight to get these places built despite America systematically making it difficult for these projects to flourish. In the book it says, “These men and women grew up in segregated circumstances, whether in southern towns or northern urban neighborhoods. These men and women were nurtured by historically Black institutions… Above all, these men and women all shared in common deep exposure and dedication to the ‘Negro Canon.’” (pg. 28-29). Doing work in the field of  Public history will require that a person engage with marginalized people to hear those untold stories of segregation, the plight of the reservation, etc.

Another example from a chapter in the book Radical Roots by Lara Kelland. In the chapter the author speaks about the creation of Indigenous American Colleges and the rise of LGBTQ+ activism after the Stonewall riots. I’d like to focus on the latter, in this quote the author says, “Although many LGBTQ researchers began to develop LGBTQ historiography as they learned to work within existing mainstream repositories, other activists began to cultivate separatist organizations, providing community-controlled archival spaces for those seeking to learn more about queer history.” (Pg 508). The interesting thing about this quote is that the LGBTQ researchers had to exist and work within an existing mainstream. The mainstream excludes certain narratives even when those people with those narratives advocate for themselves. The exclusions are inherently political. There is no separation between the people and the politics that govern their lives.

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Unveiling the Hidden Legacy: Racial Segregation and the Erasure of Institutional History at HBCUs

HBCUs served as vital educational establishments for African Americans during the period of segregation when other institutions denied African Americans access to higher education. The inception story of HBCUs remains excluded from public recognition mostly because of systematic racial divisions which blocked educational institutions from proper development. According to Christopher T. Emdin in his book Urban Science Education for the Hip-Hop Generation institutions established to serve vulnerable populations suffer from institutional amnesia because historical accounts about their essentialness fade through economic funding shortages and political resource redirection.

Both racial segregation practices and resource uneven distribution at Prairie View A&M University (PVAMU) suppressed its expansion relative to majority-white schools while removing essential information about its institutional history. Major HBCUs remain absent from such larger discussions about national educational histories. Future generations and scholars will be deprived of the complete history of college cultural achievements because these institutions’ whole narrative has been erased.

The Erasure of Institutional History

The elimination of institutional historical information at HBCUs stems from both past racial segregation and current structural inequalities that affect these institutions. Derrick P. Alridge in The Educational Legacy of Historically Black Colleges and Universities demonstrates that maintaining and promoting HBCU historical records receives insufficient funding. Public history initiatives select predominantly white colleges over the valuable heritage of minority institutions when creating their projects. The present disparity both decreases public understanding regarding the vital importance of HBCUs and fails to fully demonstrate what these institutions accomplished throughout African American historical development.

The notable Texas HBCU PVAMU maintains an extended Nigerian-American legacy of fighting African American education battles during civil rights yet public history scholars do not adequately explore these significant events in their research collections. The absence of substantial funding together with institutional backing threatens to eliminate PVAMU and comparable institutions from the historical canon thus preventing students both present and future from developing their connection to their past.

Achieving Racial Desegregation Through Public History at PVAMU

Achieving meaningful racial desegregation through public history at PVAMU requires active efforts from the university together with its stakeholders to restore and position the African American historical narratives related to the university’s background. The history of PVAMU needs to achieve stronger integration within national and state-level discussions of higher education as well as civil rights and African American culture.

Public history should receive both financial backing along with organizational expansion to highlight HBCU stories which remain unknown to most people today. The HBCU Digital Preservation Project operates as a key initiative toward documenting HBCU histories through digital archiving of oral memories to enable scholars better understanding of these universities’ historic contributions to American history. PVAMU together with other HBCUs needs to integrate their history into standard historical research to battle the widespread cultural memory loss from racial divisions while they reconstruct authentic historical narratives.

PVAMU students have the opportunity to engage in historical projects by conducting interviews with alumni together with faculty members and staff members. Students who take part in collecting these stories would discover an authentic understanding of university history while strengthening their authority over their institution’s historical authority. Public history operations serve as a racial desegregation method when communities preserve and feature histories which represent marginalized populations.

Conclusion: A Call to Action

HBCUs faced marginalization because racial segregation and systemic resource hoarding resulted in the disappearing of their institutional histories which otherwise would have enriched the United States social and academic and political landscapes. Public history initiatives allow us to reverse historical mistreatment and promote actual racial integration in America. The protection and continuation of PVAMU stories will lead future generations to fully encounter American higher education history which involves the historical perspectives and achievements of African American culture.

 

By critically addressing the impact of racial segregation on the history of HBCUs, this post highlights how public history can serve as a tool for both reclaiming erased histories and fostering meaningful racial desegregation. Through initiatives like digital preservation and student engagement in history-making, HBCUs can take an active role in reshaping how history is remembered and shared.

John Smith
CEO
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Prairie View A&M University campus, highlighting students and the historical significance of the HBCU.
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Mount Vernon: Sacred Ground or Complicated History? The Role of Shrines and Oral Tradition in Historic Preservation

Part One: The Power of Calling Mount Vernon a "Shrine"

The usage of “shrine” by Casper regarding Mount Vernon directs significant emphasis towards our comprehension of both preservation and interpretive practices at this historical site. The conceptual meaning of shrine points to a space that merits religious reverence since the public recognizes it as both sacred and attractive. At Mount Vernon the language creates Washington into a dual representation as both a political leader and a representative figure of domestic identity.

The designation of Mount Vernon as a shrine implies to historians and preservationists that the estate represents more than a former home and plantation. Sacred ground places reverence toward Washington’s leadership primarly while keeping hidden the reality of his enslaved people ownership at the forefront. Historian Mary V. Thompson examines through her book Mount Vernon and the Washingtons: A Virginia Family History how these two conflicting goals affect the preservation outlook on Mount Vernon. Both the historic site and its visitors neglect to recognize the operational role of Mount Vernon as a plantation because over 300 enslaved Africans worked for Washington at his plantation. This linguistic fashion toward shrines threatens to strip away experience-based knowledge about enslaved people at the site because it prioritizes symbols of Washington’s achievements.

The conflicting priorities occur at Mount Vernon as well as other historical sites which celebrate notable figures by hiding their more complex historical narratives. Preservationists must handle a delicate balance of honoring historical personalities alongside sharing complete accounts about every participant specifically those who have faced marginalization.

Part Two: The Value of Oral History Despite its Imperfections

The value of oral history for historic preservation remains undeniable even though the material contains errores and memory distortions and exaggerations. Through oral stories history becomes accessible at a personal human level which written methods of documentation cannot achieve. The real-life experiences and personal perspectives together with emotional authenticity of those who experienced important events remain present even when their oral testimonies contain factual errors or self-contradictions.

Paula Hamilton explains through her book Oral History and Public Memories that traditional archival methods do not successfully maintain histories which oral history properly safeguards. Different historical stories provide essential insights into historical times from multiple viewpoints. Oral history provides marginalized voices with representation by correcting the omission of vulnerable groups present in traditional official documents at places like Mount Vernon where enslaved people conducted their labor.

The Smithsonians National Museum of African American History and Culture among modern public history initiatives uses personal narratives from African Americans through oral retellings to display stories which written archives do not include. Oral traditions reveal detailed historical insights though details may shift slightly as times goes by.

Oral history fosters personal connections to historical narratives. The documentation of oral testimonies from Mount Vernon descendants who are descended from slaves at the site would create a human connection between visitors and the past while questioning the established story. Though these oral stories do not match written records they give unique insight into the psychological experiences of plantation living by safeguarding personal experiences otherwise lost to time.

Conclusion: Preservation Through a Holistic Lens

The shrine language used at Mount Vernon creates a significant impact on George Washington’s historical narrative while potentially concealing important details about his plantation operations. The description of Mount Vernon as a shrine grants it sacred status but this designation should be accompanied by comprehensive historical analysis that properly recognizes enslaved workers’ vital role. Through oral histories people can both save the living history along with making it human by allowing forgotten voices—including those belonging to marginalized groups—to continue telling their stories. Through both strategies we learn that historical preservation requires understanding beyond monumental structures since it seeks to present an uncut view of historical reality.

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By exploring the use of language in historic preservation and the importance of oral histories, we deepen our understanding of the ways in which historical narratives are constructed and the responsibility of preservationists to tell a fuller, more inclusive story.

John Smith
CEO
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The Unsung Heroes of History: Archivists’ Vital Role in Preserving, Performing, and Producing History

What Role Do Archivists Play in Preserving, Performing, and Producing History?

History remains safe with archivists because these experts maintain access to the past by properly preserving original documents which they preserve for future use. Primary source materials including documents and photographs and records and digital media receive protection from the archival role of custodianship which archivists successfully execute. Together with their preservation work they actively participate in history performance and production Activities to determine social understanding and engagement with past events.

PERSERVING HISTORY

The principal objective of archivists consists in protecting historical materials. The practice extends beyond document storage to include intensive material maintenance of physical and digital materials that supports their survival. Archivist Karen L. Gracy states in her article “Archivists and the Role of Preservation in History” that archivists need to balance original form preservation with digital access considerations in evolving technological environments. Archives stand vital in modern society because they both protect historical authenticity and stop the loss of ancient documents.

PERFORMING HISTORY

Archivists exhibit historical performance through their expert selection and explanation of collections which they deliver to public audiences. Through their work archivists successfully present historical materials to the public through exhibitions and digital collections and educational programs. Through their collaboration with curators the National Archives develops exhibitions of important historical documents that display both the U.S. Constitution and the Civil Rights Movement to the public. These exhibitions carry out history functions through exhibition strategies which speak to modern audiences thereby making historical lessons applicable to prevailing social issues.

PRODUCING HISTORY

The historical production capabilities of archivists remain less acknowledged than other historical functions. Archivists take an active role in research and scholarship through their role of connecting historians to primary sources while giving essential contextual information about historical research. Through their role archivists become active participants who generate historical knowledge discovery alongside historians. Gracy explains archivists engage in joint efforts with historians and scholars and the public to interpret original sources which integrates historical preservation with new meaningful historical production.

CONNECTING ARCHIVISTS TO CURRENT EVENTS

Archivists make significant institutional impact through their work to safeguard digital records about the Black Lives Matter movement today. Community groups collaborate with activists and archivists to retrieve digital materials such as social media data and videos and photographs that illustrate the present-day racial justice battle. The concerted efforts of archivists focus on the establishment of accessible and preserved documentation which will enable future students of history as well as both activists and society at large to study the important social movement.

Archives across the board participate in history decolonization projects which strive to retrieve and show underrepresented historical materials. Many institutions are actively working to establish Indigenous viewpoints and also incorporate African American and Asian American and Latino historic records into public archives and historical records. Through their activist stance archives now actively raise the silenced voices of communities that have previously been voiceless.

CONCLUSION

The mission of archivists consists of protecting historical information which then allows them to shape its output through interpretation and accessibility for scholars. Through their work of protecting materials and interpreting records as well as facilitating research activities archivists help people actively participate with history instead of just memorizing it. Archivists play an essential role within the present era because people need both essential and comprehensive information access. Modern history preservation and storytelling depend on archivists since they quietly steer how we recall past events and perform their recreations alongside shaping current and upcoming narratives of the future.

Photo of an archivist working in the National Archives Photographer: National Archives, Date: 2023 Location: Washington D.C., USA

An archivist working at a desk in the National Archives, preserving historical documents to ensure their accuracy and accessibility.
Photo of an archivist working in the National Archives Photographer: National Archives, Date: 2023 Location: Washington D.C., USA

Optional Title

By emphasizing the multifaceted roles of archivists, we can better appreciate their contributions to our understanding of history and the crucial work they do to safeguard the narratives that shape our world today.
John Smith
CEO
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A view of the exterior of the Smithsonian National Museum of African American History and Culture, reflecting the importance of shared authority in telling African American history.
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Shared Authority in Historical Research: A New Era of Collaboration and Inclusion

What is Shared Authority?

In the realm of historical research and scholarship, “shared authority” refers to the collaborative process where historians and other stakeholders—such as community members, local experts, or descendants of those being studied—contribute equally to the creation and interpretation of historical knowledge. This concept challenges the traditional hierarchical model of scholarship, where experts hold the sole authority over research and narratives. Shared authority aims to democratize history, ensuring that multiple voices are heard and valued in the research process.

How Does It Impact Historical Research, Scholarship, and Exhibition?

The concept of shared authority profoundly impacts how history is researched, interpreted, and presented. By engaging communities in the process, shared authority introduces new perspectives, challenges dominant historical narratives, and enriches historical scholarship. As historian Lauret Savoy argues in her work, the inclusion of diverse voices in the research process not only creates a more accurate and nuanced understanding of history but also empowers communities to reclaim and tell their own stories. This approach emphasizes the importance of local knowledge and lived experiences, giving authority to those who have historically been marginalized.

Shared authority transforms historical exhibitions by incorporating community input into the design and content of museums or public history projects. For example, exhibitions that include the perspectives of Indigenous groups, African American communities, or other marginalized populations ensure that their histories are not reduced to footnotes in mainstream narratives but are told in their own words.

Connecting Shared Authority to Current Events and Public History Projects

A powerful example of shared authority in action can be seen in the recent Smithsonian National Museum of African American History and Culture. The museum actively involves the African American community in the curating process, ensuring that exhibits reflect the experiences and voices of those directly affected by the events. By incorporating community members in the development of the museum’s exhibits, the museum fosters a deeper connection to the past, encouraging visitors to experience history in a way that is both educational and emotionally resonant.

Additionally, the National Parks Service and its recent initiative to reframe the narratives around American slavery and Indigenous rights offer another example of shared authority at work. This initiative includes input from descendant communities and local historians, ensuring that exhibitions reflect more than just the perspectives of policymakers or academic historians. This is a critical step in ensuring that the national narrative evolves in ways that are inclusive and accurate.

Photo of the Smithsonian National Museum of African American History and Culture

A view of the exterior of the Smithsonian National Museum of African American History and Culture, reflecting the importance of shared authority in telling African American history.
SmithsonianAfricanAmericanMuseumD.C-scaled

Conclusion

Shared authority transforms historical research, scholarship, and exhibitions by making them more inclusive and reflective of diverse perspectives. By embracing collaboration and valuing community contributions, historians, scholars, and institutions move toward a more equitable and authentic portrayal of the past. As the world continues to reckon with issues of race, identity, and historical injustice, shared authority offers a promising path toward a more just and comprehensive understanding of history.

By reflecting on shared authority in both research and public exhibitions, we open the door to a richer, more inclusive dialogue around history—one that highlights the importance of collaboration and diverse perspectives in our understanding of the past.

Title: Shared Authority in Historical Research: A New Era of Collaboration and Inclusion Tags: Shared Authority, Public History, Historical Scholarship, Museums, African American History, Inclusive History Categories: History, Public History, Scholarly Discussion Date Published: 01/31/2025
man holding up sign demanding justice for George Floyd

Why is Public history politcally charged?

The Politics of Public History: Balancing Activism, Objectivity, and Ethics

man holding up sign demanding justice for George Floyd
man holding up sign demanding justice for George Floyd

Public history is inherently political, as it involves interpreting, preserving, and presenting the past in ways that reflect contemporary values and power structures. Historians working in public history must grapple with the tension between political engagement and the expectation of professional objectivity. However, as Fath Davis Ruffins, Jeff Hayward, Christine Larouche, Lara Kelland, M. M. Schlehofer, K. Wagner, E. Bramande, Brian Murphy, and Katie Owens-Murphy argue, public historians can engage in political activism while adhering to ethical principles, especially when addressing marginalized histories and confronting contemporary social issues.

Politics as an Inescapable Force in Public History

Fath Davis Ruffins, in “Building Homes for Black History: Museum Founders, Founding Directors, and Pioneers, 1915–95,” demonstrates how Black museum founders intentionally shaped public history to counter the erasure of African American experiences. By creating institutions dedicated to Black history, such as the DuSable Museum of African American History and the Charles H. Wright Museum of African American History, they engaged in political activism through historical preservation. Ruffins’ work illustrates that public history often emerges as a direct response to political and social injustice, making activism an inherent part of the field.

Jeff Hayward and Christine Larouche, in “The Emergence of the Field of African American Museums,” further highlight the political motivations behind Black museums. These institutions were not only sites of historical preservation but also hubs of resistance, advocacy, and community empowerment. Their analysis reveals that public historians working in these spaces frequently blended activism with historical interpretation, challenging the notion that political engagement undermines professional integrity.

 

Activism and Objectivity: Striking a Balance

Lara Kelland’s “Unintentional Public Historians: Collective Memory and Identity Production in the American Indian and LGBTQ Liberation Movements” explores how grassroots activists have inadvertently become public historians. By creating archives and preserving oral histories, these movements have shaped public memory and identity politics. Kelland argues that such activist-driven public history projects demonstrate that objectivity does not require neutrality but rather a commitment to accuracy, inclusivity, and transparency.

Similarly, M. M. Schlehofer, K. Wagner, and E. Bramande’s study, “Things Will Get Worse Before They Get Better,” explores how the 2020 U.S. presidential election influenced LGBTQ+ public history projects. Their research reveals how the political climate intensified efforts to document and preserve LGBTQ+ narratives, recognizing that activism and public history often intersect during periods of social and political tension. This demonstrates that public historians can ethically engage in activism by documenting the struggles of marginalized groups without compromising accuracy.

Confronting White Rage: The Ethical Imperative of Political Engagement

Brian Murphy and Katie Owens-Murphy, in “Public History in the Age of Insurrection: Confronting White Rage in Red States,” argue that public historians have an ethical responsibility to address contemporary political realities. They examine how public historians in conservative regions face challenges when confronting issues of race, racism, and insurrection. Their work underscores that avoiding political engagement can itself be a political act—one that risks enabling historical distortion and injustice.

The Appropriate Level of Political Engagement

While public historians cannot avoid politics, they must engage responsibly by adhering to ethical standards. This means being transparent about their perspectives, prioritizing accuracy, and fostering inclusive narratives. As the authors collectively demonstrate, political activism in public history can be ethical and professional when it seeks to amplify marginalized voices, challenge historical inaccuracies, and promote critical engagement with the past. Avoiding activism in the face of injustice may compromise the field’s ethical obligations.

Ultimately, public history is not a neutral endeavor. It is shaped by power, identity, and politics. By embracing a nuanced and ethical form of political engagement, public historians can remain professionally objective while advancing a more just and representative historical record.

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A Young Historian

People gather around the Martin Luther King Jr. statue on UT Austin's campus on MLK Day in January 2020.

Product of my enviorment Dena Miles

Family infront of statue of Martin Luther King Jr.

Growing up in Austin, Texas, a city known for its progressive spirit and vibrant diversity, influenced my passion for history at a young age, as political activism is deeply ingrained in the city’s culture! I vividly remember attending marches annually that began early in the morning, starting at the University of Texas at Austin campus statue of Martin Luther King Jr. Next, moving to the state capital for a keynote speech from a leader of the community, and lastly, ending at the historic Huston Tillotson campus, Austin’s first institution of higher learning, and is also the city’s only Historically Black College and University. 

I’ve learned firsthand the importance of understanding the past to shape a better future by instilling a seed in the minds of our youth. My degree track is a degree in history with a concentration in education, which drives my passion to gain an inclusive understanding and shape the minds of our youth to be more culturally aware critical thinkers. Witnessing my mother’s 20-year dedication to teaching, I’ve gained invaluable insight and understanding that helped further solidify my track.

I’ve always been captivated by the question of how we got here. That inherent curiosity ultimately led me to choose history as my major during my undergraduate studies. In my pursuits to gain the best understanding of how human relations and innovation produced modern society, I’ve discovered a more profound appreciation for the social science of History. Learning that history is more than memorizing dates and names, but it is more importantly about understanding the patterns that have shaped humanity, both for the better and for the worse.

Initially, the prospect of learning the entire history of the world felt overwhelming. However, I quickly discovered that college breaks down this vast subject into manageable pieces, allowing me to delve into the most compelling historical subsections. Each semester offers a new opportunity to explore a different facet of the human story, making my education journey exciting and deeply insightful. 

This semester, I am taking Dr. Moore’s public history course, which has deepened my understanding of social injustices that have led to the erasure of  African American culture and history through practices like archival suppression, a theme explored in our discussions on archival administration activism and “The Myth.” This concept refers to the inherent biases embedded in the neutral vocabulary and vague descriptions used within archives. After being assigned the reading “The Hubris of Neutrality in Archives” by Sam Winn, I recognized the compelling argument that biases significantly influence the work of archivists. The privilege and perspective my esteemed peers offer will also be forever valuable as we often discuss social injustice issues and frequently recognize the ongoing nature of these problems. I personally concluded from the readings and subsequent class discussions that achieving true neutrality in archival practices is unattainable and detracts from archivists’ ethical responsibility to preserve diverse histories. Acknowledging the biased practices that often remain unknown and unchallenged was a very enlightening experience that reshaped my perspective as a public historian, showing how important it is as critical thinkers entering the historical work force that we construct a more inclusive environment for future generations by first learning to be more mindful of the nuanced details that will influence the narratives.

Specifically as a history student attending the best HBCU in Texas known as Prairie View A & M, I benefit from the university’s rich historical ties to the land. Prairie View A&M’s origins as a former plantation connect to the broader context of systematic oppression as we studied the transition from the Alta Vista plantation to an agricultural and mechanical school. My experience at PVAMU has opened my eyes to the complexities of systemic discrimination like the one within the university’s operations. Our university’s founding sought to provide an education for Black individuals while operating under the authority of Texas A&M. This history reveals that despite being unable to attend Texas A&M at the time, we were still marginalized, and so-called “separate but equal” with significant disparities in resource allocation and funding. This realization gives me a unique perspective as a historian, allowing me to observe how historical discrimination continues to affect our community today. 




Destined for Greatness : A Historical Reflection

How did my background shape my interest?

 For me , history is more than just a record of the past ;  it is a living force that shapes identities, communities, and futures. My decision to minor in history at Prairie View A&M University is deeply rooted in my lived experiences growing up in South Park, Texas, a historically Black community that has been shaped and scarred by the effects of gentrification and systemic neglect. I have witnessed firsthand how history can be erased when minority communities are targeted for “revitalization,” only to be displaced and forgotten.Growing up in a low-income neighborhood, I saw how the very spaces that made up the foundation of my childhood began to disappear. The corner stores where we ran errands for our elders, the parks where families gathered for cookouts, and the schools that once molded young minds, all of these spaces were either abandoned, repurposed, or demolished. The Black-owned businesses that once kept our neighborhood thriving were forced to shut down, suffocating the sense of community that had long existed there. Without these familiar places, the identity of South Park faded, and it became clear that history wasn’t just something written in books—it was something happening in real time, often without the voices of those most affected.Can you imagine how heartbreaking it is to watch the world around you lose its color right before your eyes? The places that shaped my childhood, the businesses, the schools, the community centers were more than just physical locations. They were symbols of Black resilience, spaces where culture thrived, and where we saw reflections of ourselves. Once these spaces started vanishing, I watched my peers struggle to find purpose. The uncertainty and displacement created a feeling of hopelessness, and rage became the new normal. It was as if the heart of our community had been torn away, leaving behind an empty shell.This experience made me realize that history isn’t just about the past; it’s about what we choose to remember and protect. As a student at PVAMU, I recognize the privilege of studying at an institution with a legacy of Black excellence and social justice. My education has given me the tools to understand not only the patterns of history but also how those patterns continue to repeat themselves. It has also ignited a fire in me, a determination to fight for communities like mine that have been silenced and overlooked. As a history minor and future public historian, I plan to use my education to document and amplify the stories of neighborhoods like South Park, ensuring that their history isn’t erased. I want to work toward policies that prevent cultural erasure, focusing not just on preserving historic buildings, but on protecting the people and communities that give them meaning. My background has given me a deep understanding of how history and power intersect, and I intend to use that knowledge to fight for communities that have been ignored, exploited, and displaced for far too long.

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Destined for Greatness : A Historical Reflection

The Significance of Gentrification and Systematic Neglect

Gentrification is often framed as progress, but for communities like mine, it has felt more like erasure. Family-owned businesses that had been around for generations started closing, unable to keep up with rising rents. Families who had lived in the area for decades were forced to move as property values skyrocketed, driven by new developments that catered to outsiders’ needs rather than the people who had built and sustained the community for years. The neighborhood that once felt so familiar and safe became unrecognizable. However, even before gentrification took full effect, South Park was already suffering under the weight of systemic neglect. Schools were underfunded, public spaces fell into disrepair, and access to quality healthcare and fresh food was limited. Instead of investing in our community, it felt as though the city let it deteriorate on purpose. Almost as if they were waiting for the right moment to sell it off piece by piece. The pothole-ridden streets, the libraries lacking updated materials, and the scarcity of job opportunities were not coincidences. These were signs of intentional neglect, a pattern I later recognized in many other historically Black neighborhoods across the country.I remember seeing our elders, known pillars of the community, plead repeatedly for better resources, only to be ignored. They fought to preserve what little we had, yet their voices were drowned while their homes were cleared out to make way for expensive developments that were never meant for us. When money and investment finally did arrive, it wasn’t to rebuild our schools or restore our cultural landmarks, it was to construct new housing complexes and trendy businesses designed to attract a different demographic. It became painfully clear that our community wasn’t deemed worthy of investment until it was time for someone else to profit from it.It is no coincidence that historically Black neighborhoods like South Park face these struggles. The forced displacement of Black communities is part of a larger, invisible plot that has been repeated throughout history, from the destruction of thriving Black business districts, such as Tulsa’s Greenwood District, to the redlining policies that denied Black families the opportunity to build generational wealth. These systemic tactics are not accidental; they are deliberate efforts to weaken Black economic and cultural power. The consequences are devastating: families are torn apart, businesses vanish, and the sense of unity that once defined a neighborhood is replaced by isolation and loss.

How History Helps Me Understand the World Differently

Studying history has allowed me to see these patterns more clearly. Being an African American history minor at PVAMU has given me the language and framework to articulate the injustices I’ve witnessed firsthand. More importantly, it has given me a sense of purpose. I now understand that preserving history is not just about documenting the past, but also about resisting erasure and ensuring that our stories remain visible.My background has shaped the way I see history. It has shown me that history isn’t always written by those who lived it, and that narratives can be manipulated to serve the interests of those in power. But it has also shown me that history can be a tool for change. By reclaiming our stories and preserving our cultural landmarks, we can fight back against the forces that seek to erase us.

Word ‘History’ with compass, book and globe
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“From Roots to Representation: My Journey as a History Major at PVAMU”

Word ‘History’ with book and globe

Word ‘History’ with book and globe

Destiny Driver
Professor Moore
HIST 3301 
7 March 2025
 

   When I think back on my background, I realize that going to a mostly white school and living in a tiny town had a significant influence on how I understood history. My understanding of the subject was greatly influenced by the curriculum’s frequent focus on a limited perspective on historical events. The significance of including various narratives and making sure that marginalized voices are heard in historical discourse was highlighted by this experience. History classes at my school usually focused on the same people and events, mostly from a Eurocentric viewpoint.  I became aware of how much of history was being missed or ignored as a result of this constant emphasis. A distorted perception of the past resulted from the narrative’s frequent omission of the experiences and contributions of marginalized people. I became more conscious of my historical knowledge gaps as I got older. I realized that teaching history needed a more inclusive approach that considers everyone’s diverse and rich experiences. This insight has fueled my enthusiasm for promoting a more thorough and representative history education that honors and emphasizes the experiences of the underrepresented and forgotten.

   These experiences collectively influenced my decision to major in history. Growing up, I often felt that the history taught in my formal education was incomplete, leaving out significant narratives and perspectives. This realization fueled my desire to fully learn and understand the history that had never been discussed in my formal education. I wanted to uncover the stories of those who had been marginalized and ensure that their contributions were recognized and valued. As a student at Prairie View A&M University (PVAMU), I recognize the privilege of accessing a more inclusive education that broadens my historical perspective. PVAMU’s commitment to diversity and inclusion in its curriculum allows me to explore a wider range of historical narratives and gain a more comprehensive understanding of the past. The courses offered at PVAMU have exposed me to the rich histories of various communities, including African American, Latinx, and Indigenous peoples, as well as the intersections of race, gender, and class.

   This broad curriculum has been revolutionary, giving me the ability to critically assess historical events and comprehend the interconnectivity of many social and political movements. It has also strengthened my confidence in the value of representation and inclusivity in historical studies. This will significantly impact my public history work. I’m committed to providing a more comprehensive and inclusive interpretation of history, ensuring that the perspectives of the underprivileged are understood and appreciated. By doing so, I aspire to contribute to a more just and educated society by raising awareness and respect for our shared heritage. My goal is to challenge the current narratives and reveal the past that has been hidden or overlooked. This approach will improve our understanding of the past while strengthening communities by acknowledging their experiences and achievements. As a future public historian, I hope to create displays, educational initiatives, and community service projects that showcase the successes and challenges of marginalized communities. History should, in my opinion, be used as a teaching and empowering tool to assist people in comprehending their ancestry as well as the larger social and political environments that have influenced their lives. I want to promote a greater understanding of our common past and help build a more just and inclusive society by establishing forums where a range of viewpoints are respected and heard.

   As a public historian, I will strive to provide places where a range of viewpoints may be heard and where history is communicated in a way that is interesting and approachable to everyone. Through public conversations, museum exhibitions, or educational programs, I plan to make use of my position to draw attention to the connections between various historical accounts and the significance of inclusion in our comprehension of the past. By doing this, I want to encourage people to study history critically and appreciate the importance of many viewpoints in forming our shared memory. To further elaborate, my experiences in a predominantly white school often left me feeling disconnected from the history being taught. The curriculum rarely included the rich histories of African civilizations, the contributions of black inventors, or the cultural significance of black art and literature. This lack of representation made me question the completeness and accuracy of the historical narratives I was learning. It was through my family and community that I learned about the resilience and achievements of black people, which were often absent from my school textbooks.

   My involvement in black Christian culture also played a significant role in shaping my understanding of history. The church was not just a place of worship but a center for community gathering and education. It served as a hub where individuals could come together to share their stories, support one another, and engage in collective learning. Through church activities, I learned about the civil rights movement, the role of faith in social justice, and the importance of community solidarity. These experiences provided me with a deeper appreciation for how faith and activism intersect, and how religious institutions can be powerful agents of social change. The church’s emphasis on community and education fostered an environment where historical narratives were not only taught but lived and experienced. I was exposed to firsthand accounts of historical events, which brought history to life in a way that textbooks alone could not. This immersive learning experience highlighted the significance of oral histories and the value of preserving and sharing personal stories. These lessons were crucial in developing my understanding of history as a dynamic and multifaceted discipline that goes beyond dates and events to encompass the lived experiences and struggles of people. I came to recognize that history is not a static record of the past, but a constantly evolving narrative shaped by the contributions and perspectives of diverse communities. This realization has informed me of my approach to public history, where I strive to create inclusive and engaging historical narratives that reflect the richness and complexity of human experiences.

   As I transitioned to PVAMU, I was exposed to a more inclusive and diverse curriculum that validated my experiences and broadened my historical perspective. Courses on African American history, diaspora studies, and social justice movements provided me with the tools to critically analyze historical narratives and understand the interconnectedness of different historical events and movements. This education has been instrumental in shaping my approach to history and my commitment to inclusivity and representation. The exposure to these diverse subjects has not only deepened my understanding of the complexities of history but also highlighted the importance of including multiple perspectives in historical discourse. Learning about the struggles and triumphs of underrepresented groups has reinforced my belief that history should be a platform for all voices, especially those who have been historically marginalized. In my future work as a public historian, I hope to use these insights to create exhibits and educational programs that highlight the accomplishments of marginalized communities. By doing this, I hope to provide a more thorough and impartial perspective of the past while also challenging the conventional narratives that frequently rule historical presentations. History should, in my opinion, be used as a teaching and empowering tool to assist individuals in comprehending their ancestry as well as the larger social and political environments that have influenced their lives.

   By making history more approachable and relevant, I strive to foster a better respect for the different experiences that define our world. This strategy will not only educate but also empower people by linking them to their roots and instilling a feeling of pride and identity. My education at PVAMU provided me with the information and perspective required to fight for a more inclusive and representative approach to public history. I am dedicated to crafting historical narratives that are both instructive and transformational, so contributing to the development of a fair and equitable society. I hope to create a better knowledge of the numerous events that have influenced our world by making history more approachable and relevant. This technique would educate as well as empower individuals by instilling a sense of pride and identity in them and connecting them to their ancestors. Because of my education at Prairie View A&M University (PVAMU), I have the necessary knowledge and perspective to advocate a more inclusive and representational approach to public history.

   I am committed to creating historical narratives that are not only informative but also transformative, helping to build a more just and equitable society. Expanding on this, I believe that when people see their own stories and those of their ancestors reflected in the broader tapestry of history, it fosters a stronger connection to the past and a greater understanding of the present. This connection can be particularly powerful for marginalized communities whose histories have often been overlooked or misrepresented. By highlighting these narratives, we can challenge dominant historical perspectives and promote a more nuanced and comprehensive understanding of our collective past. Moreover, making history relatable involves using innovative methods and tools to engage diverse audiences. This could include interactive exhibits, digital storytelling, and community-based projects that invite public participation. By doing so, we not only make history more engaging but also democratize the process of historical interpretation, allowing more voices to be heard. Ultimately, my goal is to use my education and passion for history to contribute to a society where everyone feels seen, heard, and valued. By advocating for a more inclusive approach to public history, I hope to inspire others to recognize the importance of diverse experiences and to work towards a more just and equitable world.

   Moreover, I aim to engage with communities directly, involving them in the process of historical documentation and interpretation. This participatory approach ensures that history is not just told from the perspective of historians but includes the voices and experiences of those who lived it. By doing so, I hope to create a more democratic and inclusive historical narrative that reflects the diversity and complexity of our society. Engaging with communities allows for a richer, more nuanced understanding of historical events and experiences, as it brings to light stories that might otherwise be overlooked or marginalized. This collaborative effort not only validates the lived experiences of community members but also fosters a sense of ownership and connection to the historical narrative. By prioritizing inclusivity and active participation, I aim to challenge traditional historical methodologies and contribute to a more equitable and representative field of public history.

   In conclusion, my background has profoundly shaped my understanding of history and my commitment to inclusivity and representation. My experiences in a predominantly white school, coupled with my immersion in black culture and black Christian culture, have highlighted the importance of diverse narratives and the need to challenge dominant historical accounts. As a student at PVAMU, I have had the privilege of accessing a more inclusive education that has broadened my historical perspective and equipped me with the tools to critically analyze and present history. This aligns with Rebecca Conard’s assertion in her introduction to The Public Historian that public historians must engage with diverse communities and narratives to create a more inclusive and representative historical record (Conard, 2006). Conard emphasizes the need for public historians to reflect on their practices and engage with the intellectual core of public history. Additionally, Katharine Corbett and Howard Miller emphasize the importance of shared inquiry in public history, advocating for collaborative approaches to historical interpretation (Corbett & Miller, 2006). They highlight that public history requires a commitment to collaboration and sharing authority with the communities involved. This background will significantly impact my work as a public historian, as I strive to create spaces where diverse voices are heard and valued, and where history is presented in a way that is accessible, engaging, and empowering for all.

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