September 13, 2012

Getting Past the Lone Ranger Mythology


I'm always surprised by the number of students who are shocked to find that Paul Revere was not the only one making a "midnight ride" and that the British troops had already arrived. His capture, interrogation, brutal treatment and freedom (under suspicious circumstances) aren't mentioned in the children's books and the textbooks of our youth.

In fact, the obsession with the individual hero is so profoundly engrained in our cultural psyche that anything otherwise feels offensive. My students want to believe that history is a series of saviors, each one profoundly influence on his or her own, boldly taking on structures and systems alone. They want John Wayne heroes. They want want a two lone survivors of a the Hunger Games taking on the Capitol.

History doesn't work like this.

My students are shocked to find that Martin Luther King Jr. borrowed heavily from an oral tradition and a poetic precedent that included Langston Hughes. They are surprised to learn that Dolores Huerta was as influential as Cesar Chavez at mobilizing Latino farmworkers. They are shocked to learn that Washington wasn't truly the "founder of our nation," that Jefferson borrowed so much of Mason's text that it might be viewed in modern times as plagiarism and that Rosa Parks was not a tired woman wanting a front-row seat, but one of many African-Americans who stood up in collective defiance against an unjust system. They are surprised to learn that Edison wasn't the great inventor so much as a power-hungry CEO who mobilized an army of engineers to produce patents that would make him a fortune.

Is it any wonder that students look at history and say, "It's not for me?" It's not that students don't care. They just don't see themselves as the winners in a lottery-ticker exchange of influential people.

How much different would the history textbooks read if they were presented closer to reality: as larger social movements with unnamed hero who organized, spoke up collectively and fought boldly as a group? What would it look like to move past the myth of "great" men and women and into the reality larger, collective voices standing up for change?

It might seem disappointing to some that history wasn't molded by a few individuals who made huge contributions. However, democracy becomes truly accessible when we look at reality honestly and realize that there is power in massive social change, in huge reforms with people who alone feel so isolated but collectively stand up for justice.

History becomes powerful, authentic and approachable when we realize the hidden narrative that large, organized groups can produce amazing social change when they act both collectively and individually. 

photo credit: RenoTahoe via photo pin cc

16 comments:

  1. yes. I love that idea. Let's have students go collective and miss out on the individual. That will be the exact way that Stalin and Mao approached history.

    ReplyDelete
    Replies
    1. Actually, Stalin and Mao both required an authoritarian hero worship of themselves.

      Delete
  2. Hey kids, don't try and do anything great. No one does anything great. It's all just organized people doing things collectively. Yes, I imagine they'll find this really inspiring.

    ReplyDelete
    Replies
    1. You say it mockingly, but I would say that's pretty sound advice. Don't try to do something great. Try and do something meaningful and you'll be a part of something great.

      Delete
  3. Maybe it's time we push them to go with liberal advocacy instead of individual liberty. That's exactly what will make our nation great again. The kids can all apologized for the great things we've done before and we'll be the wipping boy of the world.

    ReplyDelete
    Replies
    1. I used both "liberal" and "conservative" examples above, so I'm not sure where you're coming from.

      Delete
  4. The three previous comments just prove how hard it is to get people past the misconceptions taught in history. They think it is patriotic to believe outright lies, and wrong to try to tell the truth. If they would read what you wrote, "...social change when they act both collectively and individually." instead of reacting in defensiveness, anger, and sarcasm, it would make them look more intelligent.

    ReplyDelete
    Replies
    1. So true! Thanks for an anonymous comment that's a breath of fresh air. You're right. Defensiveness, anger and sarcasm are often the results of a mindset that refuses to think critically.

      Delete
  5. Although I teach English, I bring my fair share of history into the classroom, and recently my students and I were discussing September 11, 2001. I made sure that I drove home the point that the history of the event, including the causes, events, and effects, are way too complex for a few days in class or one book or a two-hour documentary. Part of my reason for that was to point out how sometimes topics can be way too broad and need to be narrowed when being research; part was to ... well, point out that it's a complex events with deep-rooted causes and long-lasting effects. It's not "The Twin Towers fell because they hate our freedom." It's an examination of U.S. foreign policy going back past Reagan. It's not "George Bush pulled the country together." It's that there was patriotism after the event but there was also confusion and even hatred that an administration manipulated to satisfy their own ends.

    We treat history in this country like we treat our pop music--an artist may have a decades-spanning career but all anyone wants to hear is that one song that charted.

    Btw, have you read "Lies My Teacher Told Me"? I read the updated version over the summer. What a great book about American history.

    ReplyDelete
    Replies
    1. I love that book, Tom. Excellent read! And thanks for including history in English. I wish more teachers had that mindset.

      Delete
  6. One of the joy of the joys of having a blog that no one reads is not dealing with trolls like Anonymous 1,2,3.

    The irony of the Lone Ranger myth is that the story is also about the Lone Ranger and Tonto. While one could grant that mountain men like Jim Bridger, Hugh Glass, John Colter, and others accomplished everything without community, they frequently sought the assistance of Native Americans.

    Like Tom Panarese, I teach English. I'm guessing Anonymous 1,2,3 would want me to remove Donne's Meditation 17 from the curriculum. Under the commenter's criteria, I probably should not discuss the mentors or disciples that follow the heroes on their quests.

    John has said elsewhere that he's baseball fan and it seems to me that the post's point stems from a baseball analogy. Starting pitchers may win Cy Young awards and closers may win Fireman of the Year awards. No pitcher wins an award without teammates who do a great job of holding the lead during the 7th and 8th innings. Those players are equally valuable but there's no award for them and few fans remember who they are.

    ReplyDelete
    Replies
    1. No perfect game has ever been achieved wherein a pitcher ever struck out 27 batters in a row.

      Delete
    2. I love the conversation and the baseball metaphors here. But you know what I love even more? The fact that the Giants will most likely be in the playoffs this year!

      Delete
    3. As a Phillies fan, John, you made me sad.

      But yeah, baseball is a good analogy here. (As a Phillies fan, I know full well that it doesn't matter how good your pitcher is if the rest of the team can't hold up their end.)

      I teach history, and this sort of understanding, moving past the Great Man view of history, is incredibly hard to awaken in 10th graders. Ooof. Of course, our history SOLs don't help - last I checked, there were over 70 people required to know in the World II standards. It's all the same stuff you talked about - a list of 5 inventors to know and nothing about those they worked with. Kings and heroes. The one way I have consistently been able to get them to see that other forces play a part lately has been to emphasize the role of technology. Sure, Martin Luther nailed 95 theses to a church door. But how come anybody cared? Oh, the Gutenberg press... oh!

      Historical thinking is generally very hard to develop in students, especially if they've been taught history previously in a rote memorization oriented fashion. To be honest, it's something I'm still working on and struggling with pretty much constantly. There are more people talking about it now and more curricular ideas and pedagogies out there (past History Alive! which is all anyone would recommend to me when I started teaching) but it is hard to do with standards that seem to push that narrow, inaccurate view.

      Delete
  7. Thanks for sharing this great article ! That is very interesting I love reading and I am always searching for informative information like this.
    Write Dissertation

    ReplyDelete
  8. Nice post, John Spencer. It made me think of folksinger, Woodie Guthrie and the character, Tom Joad, in Grapes of Wrath. It also reminded of the birth of unions, and how they have fallen out of public favour while Wall Street does as they please with no accountability required by John Q., the Prison Industrial Complex continues to expand and every President including Obama reneges (though we really did Hope for Change for awhile...) once they get the 'nod' to move into the White House. One might suspect they all learnt a lesson from JFKs demise? How can we band together and stand up against invisible rulers? One would think if "Anonymous" above were such a great individual as he preaches others should be, he wouldn't feel the need to be Anonymous, would he? Not being a teacher myself, I am but a student of life. It has been an interesting one so far. Hope I'm still around to see the end. Please, my apologies, but being as I truly am nobody, I shall chose to remain anon. also? All the best.

    ReplyDelete

Please leave a comment. I enjoy the conversation.