“From Roots to Representation: My Journey as a History Major at PVAMU”

   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.