Carter Woodson and the Power—And Danger—of Mis-education

  (Addison N. Scurlock. "Carter G. Woodson." 1910–1925/University of Minnesota Libraries, Kautz Family YMCA Archives (Public Domain))

As we celebrate Black Excellence Month, we would like to honor a very special Carter Woodson. Carter Woodson, born in 1875, was not only the founder of Black History Month, but also a leading voice behind the concept of “mis-education.“ The common understanding of education is that it should accurately represent the world to all students. Woodson found, however, that these assumptions did not often hold true in the world in which he lived. Through this article, we explore the manner in which Woodson thought proper “education” could heal a nation, as well as how we might still further his mission today.

         Carter Woodson, Black Historian of the post-Reconstruction period, came decades before Martin Luther King, but he too had a dream. He dreamt that modifying the nation’s education around Black history could not only eliminate discrimination, but create a stronger America. Though his dream has not yet come to full fruition, the ideals he championed endure. In the America of his time, African Americans were depicted as deeply inferior and insignificant. According to Woodson, without an identity, not only would Black Americans not achieve full equality, but America would not secure a full Democracy. Though it has been decades since Woodson lived, through his founding of Black History month, Woodson gave us festivities, celebration, discussion, but also a critical understanding about how education can both empower and undermine. As we celebrate this month, it is crucial that we not only celebrate the legacy he left us, but also, the critical responsibilities that come with it.

The Brutal Reality of Mis-education

         The contributions of Woodson’s Black History month, in addition to those of his written works, are self-evident when we consider the conditions that existed in his time. When he lived, Woodson says, Black Americans lived in a state of nothingness and nobodyness. They hardly had any sense of identity, as even decades after slavery, they were rarely exposed to any conception of Black excellence. The contributions of their contemporaries and forebearers were both excluded and minimized. As such, Black and White Americans learned that Black Americans were inferior, and solely fit to be subordinate. Woodson and other Black Americans at this time, faced a great deal of discrimination due to what he called, the “mis-education,” they received.

From Classroom to Courtroom: Woodson’s Political Impact

            Conditions today for Black Americans and the country more largely, are both far from what Woodson experienced. Not only do we celebrate Black History month with unrestrained enthusiasm and color, but the message echoed by Woodson has reached our political spaces. According to Charles H. Wesley and Thelma D. Perry, * Woodson’s legacy no doubt influenced the decision of Brown v. Board of education – the supreme court case that declared racial segregation in schools unconstitutional. [i]The complexity and depth of Black representation that was enriched through Woodson’s work, undoubtedly played a role in this, and the generally widened scope of politics today. Today, not only is there an increase in political discourse around race and systemic inequality, but also a deeper sense of what it means to an American, Black or White.

The Unfinished Lesson: Mis-education Persists

            We should undoubtedly take this month to remember the contributions of both Woodson, and those he made visible. We should also take this time to assess our role in nurturing Woodson’s legacy. Woodson’s legacy undoubtedly touched politics, but it also extended to education as well. The depiction of Black Americans in textbooks and classrooms is much richer than before Woodson, but teachers still face challenges. According to a study by LaGarrett J. King and Keffrelyn Brown[ii] of middle school teachers, and the discourse they encounter in their textbooks; many teachers still find the depictions of historical Black Americans to be hegemonic and un-nuanced. With this improved but still one-brush depiction of history, we risk minimizing agency, complexity, and the full identity of historical Black America. Though the degree of ideological bias has indisputably improved since Woodson’s time, without a critical examination of the stories we tell, we risk a type of mis-education even now.

Challenging a Nation: Woodson’s Vision for Equality Through Education

Since Wilson’s last work, we have seen the rise of the Civil Rights movement, the implementation of more inclusive laws, and elected a Black president. Children and adults today have access to richer narratives and conversations around inclusion, Black Americans have to a certain degree more pride than their predecessors, and the concept of our national identity has been greatly enhanced. But in the classroom, our children learn of our Black forebears, but also that they were “less complex” than other pillars of our American history. Through the media, all children see themselves on TV, but that only some are “important enough” to be the main character. And from systemic discrimination, Black Americans learn just who matters and who is undeserving of equal opportunity, and belonging. Let us remember at this notable time, to ensure Woodson’s legacy endures. If we are to truly be the definition of democracy to the world, let us ensure that we have the most thorough curriculum.

*Charles H. Wesley - Educator, minister, author, and one of the most prominent Black historians in the 20th century.

Thelma D. Perry - Educator, historian and member of the editorial staff of the Negro History Bulletin.

-        In a 1969 edition of Carter G. Woodson’s The Mis-Education of the Negro, both contributed introductory material that framed Woodson’s work in its historical context and highlighted the importance of teaching accurate Black history.

[i] Woodson, Carter G. The Mis-Education of the Negro. 1933. History Is a Weapon, https://www.historyisaweapon.com/defcon1/misedne.html. [January 15, 2026].

[ii] Brown, Keffrelyn. “Once a Year to Be Black: Fighting Against Typical Black History Month Pedagogies.” Negro Educational Review, vol. 65, no. 1-4, 2014, pp. 115–132.