#HistoryMatters is a reaffirmation that the narrative must be inclusive of all, who have shaped the dynamics of this world, to sustain a just society.
#HistoryMatters is a reaffirmation to ourselves, as history educators, that there is value to history: teaching the historical dynamics of the past to make connections to the recent, understanding the importance of historical preservation work, and be aware that it is our responsibility to ensure that the historical narrative is representative of all who have created the historical fabric of our w
orld communities and this nation.
#HistoryMatters became the impetus for a 2015 conference presentation on teaching history, which led to the subsequent creation of this page by three educators in Compton, Long Beach, and Los Angeles, CA. History Matters confirms our respect for the distinct experiences that students bring to the classroom in an effort to facilitate dialogue and new knowledge in a learning community.
#HistoryMatters is also an act of resistance to the academy, the understanding that, at times, history presented within the pages of a textbook, only scratches the surface of the narrative. A historian’s commitment to social justice demonstrates respect for the distinct experiences that students bring to the classroom in an effort to facilitate dialogue and new knowledge in a learning community. A historian’s commitment to social justice and contemporary issues is also an act of rebellion towards the academy, to disrupt and hold accountable the cracked ivory towers, and to push boundaries in the academy. As political activist and scholar Angela Y. Davis implored, it is the duty of a historian to dig deeper, in an effort to grasp things at its root. Education and the learning of history cannot be solely confined to the lecture hall, and knowledge can be ascertained and exchanged via the distinct interactions with organic scholars in the broader community.
#HistoryMatters is dialogue about history in a digital revolution that reconstructs traditional scholarship and makes available, an overwhelmingly amount of content. It is a way to broaden the outreach of teaching and learning history and to engage with an online community. However, this digital revolution has also led to the creation of historical fallacies, sustained by numerous articles and memes that are not grounded in research methods. Many of our students obtain historical information from online sources, which may not always be accurate and biased. It is essential that educators counter misinformation and correct the historical narrative in the public sphere. It is absolutely necessary for students to obtain a working knowledge of history in an effort to be aware of the economic, social, and political dynamics in the global arena.
