From the Viewpoint of the 'Other'

Because I have history as a minor, I was exposed to the alternative story of Christopher Columbus.  Like most people, I was not aware of the other side of the explorer’s story during my time in high school.  My discovery of the notion that there was more to the story was a shocking experience.  Of course I knew it happened, but I didn’t really understand how different the other half of the story actually was.  I became so interested I even researched more about it when I got home.  I soon found out after taking more history classes that this was a common theme among Canadian history; women and First Nations are completely left out of Canadian History.  Fortunately some parts of their stories are being revived and shared.

 These stories, like the one of Columbus, are only told from the point of view of the people who were in power, so it is understandable that they would spin the story to have them shown in a favourable light.  Generally, historical accounts are only told from the point of view of the dominant male society during that time and everyone else were treated as outsiders. We, as teachers, can create an inclusive classroom with the postcolonial lens because it reclaims the history and identity of those voices that are left out of literature.   Providing students with a Non-Western perspective allows them to see events and ideas from the point of view of the ‘other’, which gives students the opportunity to view the world in a more holistic approach.