Tag: fascism

Book Review – Erasing History: How Fascist Rewrite the Past to Control the Future by Jason Stanley

Erasing History: How Fascists Rewrite the Past to Control the Future

By Jason Stanley

Reviewed by Hank Bitten, NJCSS Executive Director

“Wars are won by teachers.” Vladimir Putin

This quote published in the Washington Post on May 7, 2024 is the opening statement in Chapter 1 of Erasing History. It is a powerful statement and thesis for this book and a compelling reason for teachers to read the arguments presented by Jason Stanley, Yale University Professor of Philosophy. There are numerous examples in this book explaining the biased perspective of American history regarding Black Americans, Latinx, Native Americans, women, children, etc. and there are examples of how history has been erased in Kenya, Palestine, India, China, and Ukraine.

Every teacher of U.S. history teaches the different views of Booker T. Washington and W.E.B. Dubois to assimilate into American society at the turn of the 20th century. However, the perspective presented by Jason Stanley offers students in our classes the opportunity for a critical debate regarding two different paths towards assimilation.

“In his public writings, Washington urged Black Americans to prioritize industrial education over political education, and thus to place greater emphasis on their productive potential as workers than on their identity as democratic citizens.  As Du Bois saw it, this approach served white supremacy.  He counseled Black American citizens instead to seek a liberal education, whose purpose was not only to elevate the soul but also to give them skills to democratically advance their own interests.” (page 39)

Some societies and governments favor a part of their population as the dominant or protected class and discount or “erase” the contributions of other people in their state. The technological advances of artificial intelligence present new challenges for teachers as history can easily be revised from quoting textbooks, historical papers, and extremist views from the past and make them appear as valid scholarship.  The increasing popularity of PraegerU is an example of how school districts, Departments of Education, and individual teachers are accepting the information and lessons provided by non-academic institutions. Teachers have a unique responsibility and position because they are trusted by students and what they say is transformed from sight and sound to memory.

Teachers will find the historiography and analysis of the concepts of nationalism, American exceptionalism, and colonialism to be helpful for the development of lesson plans in both U.S. history and world history. It is less about ‘erasing’ history than changing history or emphasizing certain historical themes while ignoring others. Curriculum designers and teachers have both power and responsibility in how lessons are structured, implemented, and assessed. One example from the book is including the “I Have a Dream” speech by Dr. Martin Luther King, Jr. and ignoring his many contributions in the civil rights movement.

This is an important debate regarding assimilation in a society with a dominant class. A current example is the debate of how the working class earning an hourly wage without benefits can assimilate into the middle class. Is the best way to address this through subsidized education, new tax policies, or paying a living wage?

Teachers must have a strong content background in the westward movement, labor, Reconstruction, civil rights, Ukraine, Palestine, etc. to be aware of what is missing in the sources and resources they are using with students. The example below provides different points of view on the 1932-33 engineered famine that killed millions of people in Ukraine.

“The most significant of these omissions pertains to Holodomor a genocide of the Ukrainian people, in which millions of Ukrainian peasants starved to death after Stalin demanded draconian requisitions of grain from them, knowing full well that this would have devastating consequences. In Ukrainian and Russian, the term “Holodomor” consists of two parts: “famine” and “to kill” or “make someone suffer” – the closest translation is essentially “someone making others starve intentionally.”  Importantly, although the word “Holodomor” and the tragedy it represents are well known throughout both countries, Russian textbooks describe the event using the generic term for “famine,” implying that Holodomor was merely a bureaucratic accident, and one that affected all of the USSR equally.  In Ukrainian textbooks, it is represented as a famine that Stalin inflicted specifically upon the Ukrainians, which is considerably closer to the truth.” (pages 67-68)

Fascism is not taught is most high schools and college courses may not have provided this instruction for teachers. Fascism, socialism, Marxism, communism, and Naziism are critical movements in world history and they are complicated to teach because the are not monolithic. Professor Stanley provides five major themes that are part of a fascist education: (page 78)

  1. National greatness
  2. National purity
  3. National innocence
  4. Strict gender roles
  5. Vilification of the left

The strategy that wins the support of people is often fear and patriotism.  In the United States, the theme of national greatness is most visible with “Make America Great Again” and defining the United States as the greatest nation or what is defined as American exceptionalism.  However, associating crime, poverty, homelessness, unemployment, etc. with a specific demographic group is part of the fascist goal of national purity. In Germany, it was the Aryan population.  In the United States it is critical race theory, structural racism, and making white Americans feel guilty. We see the theme of strict gender roles in the directives to teach traditional roles of women and banning references to the contributions of the LGBTQ persons. The placing of blame for everything on a past president or a specific political party is another effective strategy. Teachers should be aware of these five signs and why populations embrace it.

President Trump delivered a speech in September 2020 when he introduced the White House Conference on American History. Particularly, in the 250th anniversary year of the signing of the declaration of Independence, teachers need to be aware of how President Trump understands the teaching of patriotic history.

“Our mission is to defend the legacy of America’s founding, the virtue of America’s heroes, and the nobility of the American character.  We must clear away the twisted web of lies in our schools and classrooms, and teach our children the magnificent truth about our country.  We want our sons and daughters to know that they are citizen of the most exceptional nation in the history of the world.” (page 81)

Erasing History dedicates three chapters to the importance of education in both preventing and promoting authoritarian rulers or advocating against democracy and for authoritarianism. Teachers of social studies, history, and literature have a responsibility to recognize bias and ignorance and to select the sources and perspectives that lead to an understanding of the American values of equality, liberty, and the rule of law.

“The dismantling of public education is backed by oligarchs and business elites alike, who see in democracy a threat to their power, and in the taxes required for public goods a threat to their wealth.  Public schools are the foundational democratic public good.  It is therefore perfectly logical that those who are opposed to democracy, including fascist and fascist-leaning movements, would join forces with right-wing libertarians in undermining the institution of public education entirely.” (pages 121,122)

The movement for school vouchers, criticisms of curriculum, the attack on the 1619 Project, and the emphasis on America’s greatness contribute to distrust about public schools and confuses parents.

“The goal of anti-education is not only to render a population ignorant of the nation’s history and problems but also to fracture those citizens into a multitude of different groups with no possibility of mutual understanding, and hence no possibility of mass unified action. As a consequence, anti-education renders a population apathetic – leaving the task of running the country to others, be they autocrats, plutocrats, or theocrats.” (page 133)

I found Professor Stanley’s analysis of classical education to be exceptional. The extreme right and the extreme left (and those in between) support the teaching of Greek and Roman civilizations. What I found interesting is how each side selects the leaders and documents that support their perspective of government. For example, Pericles Funeral Oration describes Athenian democracy:


“Its administration favors the many instead of the few; this is why it is called a democracy.  If we look to the laws, they afford equal justice to all in their private differences; if to social standing, advancement in public life fall to reputation for capacity, class considerations not being allowed to interfere with merit; nor again does poverty bar the way, if a man is able to serve the state, he is not hindered by the obscurity of his condition….We throw open our city to the world, and never by alien acts exclude foreigners from any opportunity of learning or observing…while in education, where our rivals from their very cradles by a painful discipline seek after manliness, at Athens we live exactly as we please, and yet are just as ready to encounter every legitimate danger.” (page 143)

While the above speech favors democracy, others look to Plato as evidence of a strong ruler with a clear authoritarian philosophy.  The Greeks and Romans supported gender and racial superiority, owned slaves, favored landowners and intellectuals, and had colonies. These examples support a fascist ideology. Teachers have the responsibility to teach historical context, provide the reasons for social changes, help students to analyze how freedom is related to continuity and change over time, and an understanding of equality, reason, liberty, and power. Concepts we thought had clear definitions have become complicated.

There are more compelling insights in this book than I can comment on in a book review. Teachers of all subjects should read this book, but in particular history, social studies, and teachers of literature. Pre-service teachers also need to read and discuss this book.  Let me conclude with these observations:

  1. Critical thinking is essential.
  2. Understanding a point of view and historical perspective are essential.
  3. The current movement away from democracy has been part of our American history for a long time. We see it in the separate but equal policy on race, segregation laws, imperialism, xenophobia, criticisms of the New Deal, Brown v. Board of Education decision, McCarthyism, civil rights protests, Nixon’s imperial presidency, supply-side economics, and in the reaction to the decline of the United States as a world power.
  4. Democracy ended in Athens, and in the Roman Republic. We need to understand how and why this happened.

As a teacher of history and/or social studies, you are on the front line and can expect to be criticized! Our responsibility as teachers is to include the experiences and contributions of all people – especially women, children, immigrants, people of different faiths, Black and Native Americans, laborers, individuals with disabilities, individuals who are LGBTQ, etc. Teaching history includes compassion, empathy, struggles, contributions, and the untold stories that you will discover. Erasing History is about forgotten and neglected history.

Book Review – Erasing History: How Fascists Rewrite the Past to Control the Future by Jason Stanley

Erasing History: How Fascists Rewrite the Past to Control the Future by Jason Stanley (Simon & Schuster, 2024)

Review by Alan Singer

Although it was published prior to the 2024 Presidential election, Erasing History serves well as Jason Stanley’s response to the patriotic history being promoted by the Trump 2.0 administration. Stanley was a Professor of Philosophy at Yale University, but he recently announced that he accepted an appointment to the University of Toronto in Canada because of the deteriorating political situation in the United States. His previous books include How Propaganda Works (2015) and How Fascism Works (2018).

In the Preface to the book, Stanley argues “One lesson the past century has taught us that authoritarian regimes often find history profoundly threatening. At every opportunity, these regimes find ways of erasing or concealing history in order to consolidate their power.” Democracy, on the other hand, “requires recognition of a shared reality that consists of multiple perspective” so that “citizens learn to regard one another as equal contributors to a national narrative . . . Erasing history helps authoritarians because doing so allows them to misrepresent it as a single story,” their preferred story.

Social studies teachers are crucial players in the battle to protect democracy because we insist that students examine multiple perspectives and reach conclusions based on evidence and discussion (xi-x). Russia Premier Vladimir Putin recognizes the danger teachers pose to authoritarian regimes and has declared “Wars are won by teachers.” Under Putin, and now under Trump, history classes are supposed to stress patriotism and textbooks are rewritten to whitewash the past (Illyushina, 2024).

Stanley acknowledges that every educational system must decide what is important to know and be able to explain why because a school curriculum cannot include all knowledge. What authoritarian regimes do is erase from the curriculum evidence that people can struggle for change and social justice so that people are willing to accept an unsatisfactory status quo as the only possible circumstance. That is why China’s government outlawed teaching about the 1989 pro-democracy Tiananmen Square protests and Florida wants to block discussion of reasons for the Black Lives Matter movement in the United States. “By removing the history of uprisings against the current status quo from the curriculum (or never allowing that history to be taught in the first place) authoritarians leave students with the impression that the status quo has never been and cannot be challenged (xx-xxi).”

Chapters include “How to Create an Autocracy”; “Colonizing the Mind”;” “The Nationalist Project”; “From Supremacism to Fascism”; “Anti-education”; and “Reclaiming History.” Throughout the book, Stanley draws comparisons between past nativist and racist movements in the United States, the Nazi ascendency in Germany, and MAGA authoritarianism in the United States today.

Attacks on universities are a key component of the fascist agenda to erase history and undermine democracy. In contemporary Russia, India, Hungary, and Turkey rightwing politicians and autocratic leaders have sought to destroy academic independence by branding faculty as enemies of the state and trying to mandate a preferred curriculum. A Fox New host quota by Stanley bemoaned that “Our universities have become lunatic incubators, which the federal government funds” (21). Stanley argues that there are similar trends in government attacks in these countries on K-12 education. He quotes W.E.B. DuBois that “Education for colonial people must inevitably mean unrest and revolt; education therefore had to be limited and used to inculcate obedience and servility” (25).

Stanly explains how curriculum and textbooks are used in “colonizing the mind.” As a high school teacher in the 1980s I taught an advanced United States history class using Bailey and Kennedy’s The American Pageant: A History of the Republic, 7th edition (Lexington, MA: D.C. Heath, 1983). Stanley includes a quote from the introduction legitimizing colonialism and genocide that I must have completely overlook and did not challenge. It is a statement that well summarizes major components of Trump’s “patriotic history.”

“The American Republic, which is still relatively young when compared with the Old World, was from the outset richly favored. It started from scratch on a vast and virgin continent, which was so sparsely populated by Indians that they could be eliminated or shouldered aside. Such a magnificent opportunity for great democratic experiment may never come again” (2).

However, it did not start from “scratch,” its early institutions and its white people were Europeans, and it definitely was not a “virgin” continent as the sentence acknowledges. What a “magnificent opportunity” to conduct a “great democratic experiment” by exterminating the indigenous population and importing a workforce of enslaved Africans. Hopefully it “may never come again.”

Stanley argues that a movement in the United States to stem the trend towards authoritarianism must reclaim history. That is why social studies teachers, whatever their political views, but because of their commitments to dialogue, evidence, critical thinking, and developing active citizens for a democratic society, are in the crucible of the battle for the hearts and minds of America’s future leaders and defining the kind of country this will become. We are the threat to authoritarianism.

For the book jacket, Congressman Jamie Raskin (D-Md) wrote Stanley that “shows how everything from the antisemitic Great Replacement Theory to the vilification of gay people and feminists to the promotion of myths of national purity and historical innocence all work to demolish democratic agency and freedom.” Stanley “leaves us with the sense that those who fight for the past can save the future.”

This is both a readable and invaluable book for teachers who are concerned about the impact of the Trump administration of the future of education in this country and the survival of democracy in America.