History is an important instrument in the shaping of identity. The way in which history is presented shapes that people’s perceptions of origin and a nation's position in the world. For centuries, governments have utilized history education as an instrument for constructing uniform national identity among citizens, creating artificial communities composed of individuals who otherwise might have little in common. The traditional method for accomplishing these ends is the dissemination of an overarching story – or metanarrative – that is common to all members of the nation, thus helping to mitigate inherent differences, unify the citizenry, and legitimize the state. While such an educational methodology perhaps succeeded in achieving the ends of post-Enlightenment nation building, critical examination reveals glaring deficiencies. The official narrative of a state has an innate inclination to relate history to the advantage of that country’s dominant or preferred group, marginalizing others and assisting in the perpetuation of class, racial, and gender inequality. Furthermore, even if originally intended to be inclusive, the national metanarrative in today’s global society is a destabilizing force that excludes from the community those who are not part of the nation.
Inappropriate use of history threatens the health of democracy, community, and international relations, internally fueling unjust power relations and divisions and externally fueling xenophobia, poor cross-cultural understanding, and sometimes violent conflict. The problems of the present demand a different examination of the past that is inclusive by today’s standards, characterized by multiple perspectives, critical analysis, and the encouragement of moral response to injustices of the past and action toward those of the present. This revisionist approach offers a more honest look at the past and a more promising future for internal and external relationships, both personal and political.
This thesis discusses the benefits of a revisionist method of history education and outlines the history of the debate between advocates of traditional and revisionist history education in America from the 1800s and into the present. The presentation of the U.S.-Mexico War is studied as an example as it assists in understanding the various internal and external relationships that can be affected by the way in which a particular event is presented. The war and the spirit of Manifest Destiny that influenced it affected American Indians, Mexicans in newly acquired territories, African Americans, and Anglo-American citizens in many different ways. The ways in which these events are remembered and recounted continue to influence the relationships between these groups of Americans in the present. Likewise, the perspectives of Mexicans who were deeply affected by the war have developed quite differently from what is traditionally remembered by Americans. Attempting to bridge the discrepancies between the two nations’ distinct memories of the past can help foster improved mutual understanding and healthier, more cooperative relationships in the present.