‘Old people ain’t always right’ – Fmr. President, Historian in push for Guyanese history in classrooms

Even as history is already taught as a stand-alone subject in Guyana’s school system, former President Donald Ramotar and University of Guyana historian Dr. Esterine Adams are calling for a sharper focus on Guyanese history, arguing that the current Caribbean-centred curriculum does not go far enough in helping citizens understand their own past.

They are not calling for the introduction of history into schools; they are calling for a fundamental shift in what and how history is taught.

Their calls were made during the ongoing conversation series, “Before the Red Dot,” which examines the Guyana inherited at independence and the historical forces shaping the modern nation.

Ramotar stressed that present-day challenges cannot be separated from historical context, arguing that a deeper understanding of Guyana’s past is essential for national development.

“I think you cannot deal with the present problems… or chart a proper future without having a good understanding of your past,” he said.

He referenced a letter he wrote urging the Ministry of Education to introduce Guyanese history as a formal, examinable subject, even outside the CXC framework.

“I studied history where the Dutch governor was the hero, not Cuffy. That had to change.”

Importantly, Ramotar pushed back against criticisms of younger generations lacking historical awareness, placing responsibility instead on older generations and institutions.

“It’s not the fault of the young people… it’s our fault that we’re not teaching them about it,” he said.

Dr. Adams echoed similar sentiments, emphasizing that while history exists in the curriculum, it is often too broad and insufficiently focused on Guyana.

She noted that Caribbean history, by design, spreads attention across multiple territories, making it difficult for students to develop a deep understanding of any one country.

“It’s a general history… it’s impossible for us to focus to any great extent on one particular nation,” she explained.

Adams argued that Guyana needs a comprehensive, continuous approach to teaching its own history, from primary through tertiary education.

More critically, she warned against selective storytelling.

“We can’t just gloss over it… keep the parts that are uncomfortable out and include only what elevates a particular group,” she said.

Adams argued that a well-grounded knowledge of Guyanese history could help address ethnic tensions and misinformation passed down through generations.

“Old people aren’t always right,” she said, challenging the idea that inherited narratives should go unquestioned.

Without a clear national story, she warned, citizens become more vulnerable to manipulation and misinformation.

“We keep repeating the same patterns because we don’t understand why things went wrong before,” Dr. Adams concluded.