In the city of Tallahassee, Florida, nestled among manicured golf courses and sprawling suburbs, lie remnants of the state’s slave-holding past. These include long-lost cemeteries of enslaved individuals, Confederate soldier statues standing sentinel in town squares, and old plantations now transformed into modern subdivisions bearing their original names. However, many students in Florida are not exposed to this aspect of Black history within their classrooms.
In Delray Beach, Charlene Farrington and her team gather teenagers in an old wooden bungalow on Saturday mornings to fill the gap left by public schools. Here, they discuss South Florida’s Caribbean heritage, the state’s history of lynchings, the enduring impact of segregation, and the mobilization of grassroots activists during the Civil Rights Movement to dismantle generations of oppression. Farrington emphasizes the importance of understanding the past to influence the future, urging her students to learn from historical photographs lining the walls.
In efforts to address the lack of comprehensive Black history education in schools, Florida students are dedicating their Saturday mornings to learning at institutions like the Spady Cultural Heritage Museum in Delray Beach and various community centers statewide. Many of these programs receive support from Black churches, integral in shaping the cultural and political identities of their members for generations. Faith in Florida’s Black history toolkit, introduced last year, has garnered commitments from over 400 congregations to incorporate these lessons.
Despite Florida’s 30-year mandate for teaching African American history in public schools, a prevailing lack of trust in the education system’s ability to deliver meaningful instruction has led families to seek alternative avenues. Only a few school districts have demonstrated excellence in integrating Black history into their curricula year-round, obtaining support from school boards and community partners.
While the state requires instruction on slavery, abolition, and African Americans’ contributions to American society, criticism remains that the focus often narrows to well-known figures such as Martin Luther King Jr. and Rosa Parks, particularly during Black History Month in February. Responding to this gap, Sulaya Williams established her own organization in 2016 to provide comprehensive Black history education in community settings, aiming to ensure that children inherit and pass down their cultural narratives.
The legislation mandating African American history education in Florida was enacted in 1994, coinciding with a period of reconciliation for the state’s historical injustices. This included a formal report on the tragic events of the Rosewood massacre in 1923, underscoring the significance of acknowledging and learning from Florida’s past.
A violent mob destroyed the predominantly Black community of Rosewood, forcing its residents to flee. In 1994, the Florida Legislature approved financial compensation for survivors and descendants of the massacre, setting a precedent for reparations nationwide. Despite this progress, the teaching of African American history in Florida remains inconsistent and inadequate, facing scrutiny from Governor Ron DeSantis’ administration.
DeSantis has targeted “wokeness” in education, signing a law in 2022 that restricts discussions on race and history in schools and businesses. His administration blocked the introduction of an Advanced Placement course on African American Studies, claiming it violated state law and was historically inaccurate. This move has limited the availability of Black history education in Florida schools.
Critics argue that the lack of Black history classes in most Florida schools highlights the need for self-reliance in preserving and passing on the heritage of African Americans. Only half of the state’s traditional school districts offer dedicated courses on African American history or humanities, with urban districts more likely to provide such classes than rural ones. Some teachers are hesitant to teach Black history due to concerns about violating state laws.
The restrictions imposed on educators have led to frustration and prompted some, like Renee O’Connor, to take alternative approaches to teaching Black history. O’Connor temporarily stepped away from her role as a Black history teacher at a Miami high school to help community groups develop independent Black history programs. The limitations on teaching Black history in schools have highlighted the importance of finding alternative ways to ensure that the rich heritage of African Americans is passed on to future generations.
“American history class,” stated O’Connor, “is essential, but we must adapt if it is not being adequately taught in schools.” Kate Payne serves as a corps member for The Associated Press/Report for America Statehouse News Initiative. The Report for America program is a nonprofit initiative dedicated to national service, aiming to deploy journalists to local newsrooms to cover stories and shed light on overlooked issues in communities across the country.
