Webster's virtual dictionary defines perspective as a) the interrelation in which a subject or its parts are mentally viewed; b) the capacity to view things in their true relations or relative importance; and c) the appearance to the eye of objects in respect to their relative distance and positions. Inherent in each is the notion that perspective involves a mental process on a psychic plane, which lends itself to how something or someone is seen or viewed by the optical eye and processed in relationship to a location or psychological time and space.
For the child of color, a proper perspective is important when studying history because he must be able to see himself, and his ancestors before him, in true proximity to world events and as active, significant participants on the stages of world history. On a subliminal level, such a view sends a strong signal to his sub-consciousness that he is important, which in turn aids in the development of his self esteem and racial pride.
It is for this reason that B.L.A.C.K. history classes begin with a study of ancient Africa, a time when people of color were important builders of world civilizations, rather than with the Maafa (African Holocaust). B.L.A.C.K. students are taught to stretch their minds beyond the traditional Eurocentric perspective in the typical textbook and to view history with the lenses of their African and African-American ancestors. Like the archeologist who tirelessly wields his rusty spade below the earth's cold, hardened surface for months and even years before unearthing his greatest treasure, students are encouraged to use their classically-learned research and analytical skills to dig deeper and uncover the hidden truths about Black history.
"His-story vs. Our-story" is a popular cliche among Pan-African revisionist historians. While there is a lot of truth in this, children of color, like their Europeon counterparts, need to know the "whole-story". Everyone is taught, for example, about the Austrian born, musical genius, Mozart Wolfgang Amadeus, who is said to have composed his first symphony at the age of 5. But few children learn about the BLACK Mozart, Chevalier de Saint-George, who was the first black man to lead France’s most important orchestras.
The life story of Chevalier de Saint-George's is a fascinating drama of love, mystic, courage, and success, which all children, particularly those with an interest and talent in music, would be excited to learn about. Born to a Senegalese slave and a French colonialist in the French-Caribbean island of Guadeloupe, Chevalier de Saint-George moved to France with his parents at the age of 8. In France, he was raised as nobility and excelled as a composer, swimmer and swordsman. He ranks among the first French composers of string quartets, symphonies concertantes, and quartets concertantes, and is said to have once given Mozart a job.
When studying history, it is important to encourage children of color to look at historical developments and the people and places in antiquity from a proper perspective, one which enables them to view world developments in their true relations and relative importance as it pertains to them as descendants of the African diaspora. In the words of ancestor, Dr. John Henrik Clarke, the distinguished Pan-African historian:
"History is a clock that people use to tell their political and cultural time of day. It is a compass they use to find themselves on the map of human geography. It tells them where they are, but more importantly, what they must become."
But if the child of color is only viewing history from a Eurocentric perspective, then his vision is skewed and distorted, and he will lack capacity to use his historical map and compass toward a path of social justice and economic liberation for his people.
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