I am an Indian American. I have cousins around the world, in places like India, Singapore, and Dubai. Talking to them, I have come to realize that their awareness of the United States is much greater than my knowledge of their countries. This gap in understanding, I feel, is a direct effect of the schools in California not teaching world history effectively.
Many significant topics are left out of the Californian curriculum. For example, while the story of the Indigenous peoples of America as taught to us discusses the persecution they faced, we learn nothing about the intricacies of their culture and beliefs. Native American culture and history matter because their cultures are critical to our identity as Americans. Another topic omitted is the history of Eurasian trade and cultural exchange. For example, for over 1,500 years, the Silk Road was the pinnacle of global trade, stretching from Rome to the Chinese province of Xi’an. The interconnected trade routes led to a valuable exchange of goods, culture, religion, and technology. The history of Eurasian economic and cultural exchange matters because the supply chains on which California today depends are a continuation of these very trade routes.
As a person who spent two years living in Singapore, I have also been disappointed to realize that Southeast Asia is not mentioned at all, despite its continuing significance in global trade and culture. For example, kingdoms such as the Srivijaya Empire controlled crucial junctions of many trade routes, such as the Strait of Malacca and the region that is today known as the Indo-Pacific. They also produced a distinct culture influenced by Buddhism, and formulated policies that shaped and continue to influence the world economy. The resulting ideologies and philosophies continue to affect how people think around the world, including Californian citizens.
Going beyond the Eurasian plate, we learn very little about another large continent – Africa. The African continent has massively influenced the rest of the world in various ways. For instance, popular music genres such as Jazz, R&B, Reggae, Gospel, and hip-hop trace their origins back to traditional African music. Many people in California, myself included, listen to these styles of music, but very few of us understand their roots. Another example is in our patterns of food consumption. Ingredients central to our cuisine, such as yams and okra, and numerous cooking techniques that we depend on, such as stewing, boiling, and pan frying, were developed in Africa. African history is therefore extremely relevant, especially today, as we begin to celebrate Black History Month.
Why do such absences in the curriculum matter? As is evident in the argument so far, the curriculum does not educate us about the cultures around the world apart from Europe. Consequently, my cohort and I are growing up with a limited and ethnocentric worldview without realizing it. Our lack of knowledge might potentially lead us not to understand global affairs, politics, and philosophies that will shape our lives. As a student at Palo Alto High School, I have consistently found myself in class conversations where the immediate reaction of students is “they (other countries) must be crazy” for doing things differently from us, without being aware of why this is the case. Such shortcomings matter. For example, they make it difficult for us to navigate a complex world, one in which some people and countries hate us. Again, they do not equip us to understand why American diplomats have trouble dealing with other nations’ officials, and why our opponents cannot recognize our best traditions and the visions for prosperity and well-being for all.
It might be argued that our current curriculum does not have enough space for these additions. However, such an argument is invalid. As things stand, the curriculum is repetitive and has plenty of leeway to cover world topics. Overall, three and a half years are spent learning about American history and government. In comparison, entire continents such as Africa and Asia are allocated only a few units in total.
In middle school, I first learned the phrase “mirrors, windows, and sliding glass doors,” coined by Dr. Rudine Sims Bishop, a dedicated advocate against racism. This phrase represents how literature and education should be designed as tools for students to see their own and experience other cultures and histories. “Mirrors” are there for people to see themselves in literature, “windows” are for people to see parts of unfamiliar cultures, and “sliding glass doors” are meant for people to experience foreign cultures wholly. Unfortunately, as I have argued in this essay, these mirrors are often broken, windows frequently tainted, while sliding glass doors repeatedly lead children away from some of the most valuable lessons history has to offer. Let us change this.
Om Rajan is a sophomore at Palo Alto High School. He is also an Associate Producer at InFocus. In his free time, he enjoys listening to music.