As a white person, I’ve often found myself reflecting on my role in supporting Black History Month. Every October, there’s a mix of celebration, education, and activism that fills the month, but it also stirs debates, especially about who should be involved. Should white people support Black History Month, or is this a time reserved solely for the Black community? After much thought and in conversation with black colleagues, I believe the answer is not only a resounding "yes," but that it is crucial for white people to take part actively and meaningfully but respecting what the month is for and about.
For starters, Black History Month isn’t just about celebrating Black figures from the past—it’s about shining a light on histories that have been marginalised, erased, or overlooked. White people have historically benefited from a system that promoted a narrow version of history. By supporting Black History Month, white people can help to correct this imbalance. It’s not about hijacking the conversation but standing in solidarity and amplifying the voices that have been silenced.
This is particularly important in predominantly white schools. Growing up in such environments, many of us were rarely, if ever, exposed to Black role models or taught about the complexities of Black history beyond the surface-level narratives of slavery and the Civil Rights Movement. This lack of representation feeds into a broader ignorance about systemic racism and the contributions of Black people to history, science, culture, and society as a whole. If schools only teach history from a Eurocentric perspective, students—particularly white students—grow up with a limited understanding of the world and the struggles faced by people of color.
In predominantly white schools, Black History Month should be a moment for educators to expand the curriculum and engage students in discussions about diversity, inclusion, and the real histories that have shaped our society. When white students are not exposed to these conversations, they miss out on learning about the legacies of oppression and resistance, as well as the richness of cultures outside their own. Teaching Black history in these spaces is essential, not only for Black students who need to see their histories valued but for white students who need to understand the world beyond their own experiences.
There’s also the argument that Black History Month shouldn’t be about white involvement, that it’s a space for Black people to celebrate their culture and history without needing the validation or support of outsiders. And I respect that perspective. There are spaces where white people need to step back and listen. But supporting Black History Month doesn’t mean taking over—it means showing up as an ally. It means educating ourselves about systemic racism, recognising our privileges, and understanding how we’ve benefited from historical injustices. In the context of schools, this could mean that white students and educators approach Black History Month as a time for reflection, education, and growth, rather than passive observation. It’s a chance to engage in uncomfortable conversations, learn, and most importantly, act.
On the flip side, some might argue that white involvement in Black History Month feels performative, especially when it’s limited to this one month. I’ve seen companies, schools, and individuals suddenly express support, only to revert to their usual silence for the rest of the year. But this is where intention matters. If our support is only surface-level, if it’s just a social media post or a lesson with no follow-up, then yes, it’s performative. However, if we use Black History Month as a springboard for long-term engagement—whether by continuing to educate ourselves, supporting Black-owned businesses, or advocating for systemic change—then it’s not just a token gesture.Â
It’s vital to remember that Black history is part of our shared history. It’s not an isolated story of struggle and achievement; it’s woven into the fabric of the broader society we live in today. By participating in Black History Month, white people aren’t just supporting a marginalised community; we’re acknowledging the full scope of our collective history, the good and the bad. We’re learning how the contributions of Black individuals have shaped our world, and in doing so, we’re breaking down the false narratives that have long upheld white supremacy. Schools that are predominantly white have a critical role in this process. They are the places where the next generation forms their understanding of history, fairness, and justice. If these institutions continue to overlook Black history, they perpetuate the gaps in knowledge that fuel racial inequalities.
While Black History Month is undoubtedly a time to celebrate Black excellence, white people—and white institutions like predominantly white schools—have a responsibility to be involved. Not as leaders of the conversation but as learners, allies, and advocates. It’s not enough to sit on the sidelines, assuming that this is someone else’s fight. We need to support Black History Month actively, with humility and commitment, because the history being celebrated affects all of us. If we truly want to live in an equitable society, it starts by showing up, learning, and continuing to do the work long after October is over. Schools, in particular, have a duty to ensure that this learning happens, especially where the majority of students are white. It’s time to challenge outdated curriculums, embrace inclusivity, and make Black history an essential part of our educational landscape year-round.
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