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Triumph, Not Trauma

There is an interesting article over at Psychology Today, if only because it takes a different perspective on the controversy surrounding Confederate History Month.  Molly Costelloe Fong suggests that Governor McDonnell’s proclamation may have certain psychological effects within the black community owing to the long-term legacy of slavery:

When one group deliberately inflicts suffering on “others” as through slavery, the victimized group suffers certain psychological effects: shame, humiliation, guilt, and a decreased ability to be assertive.  McDonnell’s blundering declaration reinforces shared mental images of Black oppression within our national psyche and will likely perpetuate feelings of victimization for African-Americans.

The author suggests that the governor’s proclamation may trigger those “unconscious” feelings of victimization and oppression:

When mourning is unfinished business — the trauma is handed down to future generations. This is done through stories, feelings, and unconscious behaviors that “deposit” images of an injured self into one’s children and other descendants.  In these ways, a younger generation is asked to perform certain unresolved psychological tasks. “Confederate History Month” may also contribute to the perpetuation of historic trauma across generations.

Since I am not a psychologist I don’t feel comfortable commenting on the assumptions at work in these short passages.  On the fact of it it looks like an incredibly weak argument.  My real interest, however, is with the picture of black history that is implicit in this piece.  At first I thought I was reading something out of Stanley Elkins’s thought-provoking study of slavery which uses the structure of the concentration camp system to understand the relationship between slave and master along with its psychological consequences for its victims.

Few people will deny that the horrors of slavery had both short- and long-term consequences for the African-American community. I am not so sure that they can be reduced in the way that Fong asserts, but I must assume that her analysis fits in somewhere within the overall analysis.  The problem for this author is the tendency to interpret the response within the black community to the governor’s proclamation as somehow stemming from the experience of slavery, which no one today experienced first-hand.  It also portrays black Americans as victims and their collective story as a history of victimization.  Historians who have written about American slavery since Elkins have tended to move away from such a narrative to one that explores the myriad ways in which slaves and free blacks struggled to shape their own lives within the confinements of terrorism and legal discrimination through much of the twentieth century.  What we have here in Dr. Fong’s analysis is a short description of how she views black history; I would dare say that her limited understanding of this collective story has been made to fit into her psychological analysis.

What Dr. Fong has missed is the extent to which the reaction of the black community and the subsequent apology and amendment by Gov. McDonnell reflects a story of triumph and perseverance and not some lingering collective trauma.  There was some anger expressed by certain individuals (Roland Martin), but for the most part I read what I consider to be fairly moderate reactions.  Very few people suggested that Confederate soldiers ought to be dropped from any public commemoration; rather, African Americans argued that the Confederate soldier does not encompass the entire story of the war in Virginia.  In short, African Americans have stated openly and forcefully that they do not share the governor’s vision of how to remember and commemorate the Civil War in Virginia.  As I’ve pointed out on numerous occasions, it is a response that was not possible just a few decades ago.  That it is possible now – on the eve of the Civil War Sesquicentennial – can be traced to the sacrifices and determination of African Americans since the Civil War who were determined to force the United States to live up to its ideals of freedom and equality.  Since the 1960s that has translated into increased involvement on all levels of government and it is that involvement that was at work last week in the wake of the governor’s announcement.

Who Won the Civil War?

The first day with my two sections of the Civil War Memory course went quite well.  Both sections are incredibly enthusiastic and, for the most part, seem to be interested in the subject.  After going over the basic outline of the course, including my expectations, we dove in and explored the question of who won the Civil War.  I gave my students 5 minutes to brainstorm some ideas, which we discussed as a class.  As we discussed their responses I showed a number of corresponding images.  Student responses revolved around the following: 

A number of students suggested that while the North won militarily, the Civil War is remembered with more conviction and “enthusiasm” in the South.  Interestingly, one of my students was educated in Chicago and had great difficulty relating to this distinction.  It seems that this student’s school emphasized Union military and political leaders over their Southern rivals.  In fact, this student was quite dismayed by the apparent agreement among many of her classmates who agreed that Southern leaders tend to be remembered more favorably. 

The second prominent theme was that of emancipation and freedom.  It was expressed in a number of ways, from emphasis on the end of slavery and emancipation to a “victory” for the Declaration of Independence and “America’s founding ideals.”  This led to a rebuttal from a few students who suggested that the victory for slaves and emancipation was only temporary.  These students were adamant in their belief that the white South had won the war by 1900, owing to the failure of Reconstruction and the rise of Jim Crow.  On a related note, a number of students suggested that the South won since many of our most revered and popular figures and images are related to the Confederacy.  I asked why this is, but only one or two students could articulate a response. 

I was surprised by the number of students who argued that Lincoln won the war since he proved successful in carrying out his agenda and denied Southern independence.  Two students specifically cited his “House Divided” speech in arguing this point. 

By the end of our discussion I was able to point out that the answer to the question depends, in large part, on perspective as well as the time frame assumed.  Some of the students looked at the years of the war itself, while others extended their focus into Reconstruction and beyond.   One of my students suggested that the abolitionists won the war, so I asked if we should extend the dates of the Civil War to include the beginning of the abolitionist movement.  It raises the question of whether the Civil War is to be understood as a series of battles or about something larger.  The debate between students also allowed us to touch on the contested nature of memory, and a little heat betwen students lent itself well to the observation that Civil War memory is often divisive.  I think I am going to enjoy this class.