There is a long history of powerful, dominant states practising what we might describe as defining or controlling the narrative. This is done by steering public opinion so that one specific interpretation becomes dominant within society. The objective is to ensure that those in power retain their position by building a consensus among the wider population that their rulers are justified in doing whatever they do.
In the modern world, this is usually carried out through control of the mass media and, more recently, via social media. We are well aware of the overwhelming influence in this latter field of a handful of reactionary super-rich billionaires personified by Elon Musk. Less well known perhaps are state actors working at an official level, such as those EU operators shaping coercive legislation through what they like to call the ‘European Democracy Shield’. Under the pretext of defending democracy, they are perverting the very concept through manipulation of the truth.
However, and no matter how sophisticated technology has become, there has long been – and continues to exist – a more basic yet equally powerful tool utilised by the ruling class to control the narrative: the teaching of history.
For centuries past, and still practised today, is how Britain taught the history of its empire. Never was there a proper exposé of the leading role played by Britain in the slave trade and the wealth thus generated that facilitated the UK’s industrialisation. While not perhaps as common today as in past decades, schoolchildren were for long taught that empire was about bringing parliamentary democracy, modernisation and Christian civilisation to the dark continents – telling a false tale of the white man’s burden rather than the truth of his merciless violence in pursuit of profit.
And now in the USA, successor to the British empire, there is a battle being waged to impose a version of history that overlooks the evils of slavery and ethnic cleansing of Native Americans. Last month, a report[1] released from the White House criticised the Smithsonian’s National Museum of American History for recording the fact that George Washington, Alexander Hamilton and Benjamin Franklin owned slaves. While last year, Trump condemned that institution, disingenuously claiming, “everything discussed is how horrible our Country is, how bad Slavery was [sic] and how unaccomplished the downtrodden have been”.
Of course, this strategy is not confined to the leaders of mighty empires. At the beginning of last month, Paul Givan, the DUP’s Minister of Education in the Stormont Assembly, announced the launch of a new curriculum for schools in the North. Most noteworthy among the proposals was a resolution to make the history of Northern Ireland,[2] including the period of the Troubles, compulsory in all publicly funded schools – including Catholic, controlled, and integrated establishments. While details of how this is to be implemented are to be finalised by 30 September, Minister Givan is determined to have his proposal rolled out.
It goes without saying, nonetheless, that teaching the history of our disputed Six Counties is not without its issues. For starters, there are the many idiosyncrasies of the minister himself. For example, while a member of Lisburn Council, he was instrumental in having a direction sent to post-primary schools in the district insisting on the teaching of a creationist alternative to evolution. More controversial still was his trip to Israel in 2025 when, as Minister for Education, he visited Ofek School in occupied East Jerusalem, sparking criticism from, among a host of others, the teachers’ trade union, the INTO.
It is difficult, therefore, to imagine how such an ideologically driven member of the DUP would or could oversee the delivery of a balanced, objective history of the Six Counties. Adding to this problem are the demands from other unionist parties. UUP leader Jon Burrows has warned against “revisionism”, while the TUV’s spokesperson said that paramilitary victims must be put at the centre of the content.
In short, a rigid adherence to the old narrative promoted not only by unionism but by successive British governments – that the North’s problem was essentially a law and order issue. An interpretation of history that controls the narrative in favour of unionism and Britain’s deep state while spinning the myth of ‘our grand wee country’.
As in the British context or that in the USA, this is a situation that satisfies the political objectives of a certain section of society but does nothing to advance wider understanding – the type of understanding necessary for the promotion of progressive dialogue and action.
In reality, there is nothing wrong with teaching history, but it must not be left in the hands of dyed-in-the-wool imperialists, whether that be Donald Trump or the DUP’s Minister for Education. An accurate assessment of the reality that is a failed political entity is essential. That, and not the damaging impact arising from embellishing a rotten borough through dishonestly controlling the narrative.
References
[1] Trump wants museums to be less ‘woke’ on slavery. Joe Miller. FT, 22/08/2026.
[2] The Troubles to become a required part of the curriculum for all Northern Irish schools. By Adam Kula. Newsletter, 03/08/2026. https://tinyurl.com/cvf632mt
