Michael Harriot joins Geoff Bennett on 'Settle In'

Key Concepts

• Reframing of Jamestown: Challenging the traditional heroic narrative of the Jamestown settlers, portraying them as incompetent and driven by profit rather than ideals.
• 1619 as a Structural Turning Point: Viewing the arrival of enslaved Africans in 1619 not as a symbolic event, but as the foundation for the economic viability of the American colonies.
• Intellectual Contributions of Enslaved People: Highlighting the skills and knowledge enslaved Africans brought to America, particularly in agriculture (rice cultivation), which were crucial to the colonies’ success.
• Reconstruction as a Black Revolution: Presenting Reconstruction as a period of Black self-determination and agency, mirroring the American Revolution.
• The Stono Rebellion’s Lasting Impact: Examining the Stono Rebellion as a pivotal event that shaped the legal and social treatment of Black people for centuries.
• Contextualizing Historical Figures: Advocating for a complete understanding of historical figures like Thomas Jefferson, acknowledging both their contributions and their problematic actions (e.g., slave ownership).

The Un-Whitewashed Story of America: A Discussion with Michael Harriot

Introduction & The Jamestown Narrative

This discussion with author Michael Harriot centers on his book, "Black AF History," and the ongoing debate surrounding the teaching of American history. Harriot challenges conventional narratives, beginning with a re-evaluation of the Jamestown settlement. He argues that the commonly held image of Jamestown as a story of courageous pioneers is a myth. He details the harsh reality of the colony: of the 109 original settlers, only nine survived, resorting to cannibalism and succumbing to starvation due to poor planning and a lack of practical skills. Harriot emphasizes that these were investors seeking financial gain, not explorers motivated by freedom, and their failure stemmed from “incompetence.” He states, “That reframing objectively…instead of a mythology of these rugged individualists who came here looking for freedom, we know that that’s not what they came here for.”

1619 and the Foundation of American Viability

The conversation then shifts to the significance of 1619, the year the first enslaved Africans arrived in the American colonies. Harriot refutes the notion of this being merely a symbolic moment, instead framing it as a structural turning point. He asserts that the arrival of enslaved Africans was the catalyst for the colonies’ economic viability. He pushes back against the idea that enslaved labor was simply physical, emphasizing the “intellectual capacities” and specialized skills enslaved people possessed. Specifically, he cites the example of rice cultivation in South Carolina, noting that enslaved Africans, through their existing knowledge of rice farming – including language, dietary practices, and understanding of life expectancy in the climate – transformed the colony’s economy. He contends that this contribution is often overlooked in favor of a narrative centered on the efforts of white settlers.

Addressing Claims of Revisionist History

Geoff Bennett asks Harriot how he responds to accusations of presenting a “controversial” or “revisionist” history. Harriot responds that the primary criticism he receives isn’t about the accuracy of the historical facts presented in his book, but rather about why he chooses to present them. He argues that questioning the dominant narrative is not divisive, but rather a necessary step towards acknowledging the full scope of American history and the humanity of all its people. He points out the irony that Black children are often taught to revere figures who actively oppressed them, and that providing a more complete and accurate historical account is essential for fostering self-respect and understanding. He states, “What part of the truth is divisive, right? What part of recognizing everyone's humanity and telling everyone's side of the story is divisive?” He advocates for contextualizing historical figures like Thomas Jefferson, acknowledging both their contributions and their flaws, rather than selectively focusing on their positive attributes while ignoring their problematic actions.

Key Chapters for Inclusion in History Curricula

When asked which chapter from his book should be included in every American history textbook, Harriot identifies two: the chapter on Reconstruction and the excerpt on the Stono Rebellion. He frames Reconstruction as a “Black American revolution,” drawing parallels to the American Revolution, with its own founding fathers and constitutional ideals. He argues that this period demonstrates Black agency and self-determination. He also highlights the Stono Rebellion as a foundational event that shaped the legal and social treatment of Black people, influencing slave laws, slave codes, and even the Black Codes enacted after 1865, with repercussions extending into the Civil Rights Movement.

Logical Connections & Synthesis

The conversation flows logically from challenging the foundational myths of American history (Jamestown) to examining the economic underpinnings of the colonies (1619) and the subsequent legal and social structures that emerged (Stono Rebellion and Reconstruction). Harriot consistently emphasizes the importance of centering Black experiences and contributions in the American narrative, not as a “counternarrative,” but as the narrative. He argues that a complete and honest understanding of American history requires acknowledging the full complexity of the past, including its uncomfortable truths.

The central takeaway is that American history is not a monolithic story of progress and freedom, but a complex and often contradictory narrative shaped by the contributions, struggles, and resilience of all its people, particularly those who have been historically marginalized. Harriot’s work advocates for a more inclusive and nuanced understanding of the past, one that acknowledges the full humanity of all Americans and challenges the dominant narratives that have perpetuated systemic inequalities.