Abstract

St. George's, Bermuda received World Heritage status in 2000, and today many of the island's majority Black population still don't know what that means. Is it because we aren't educating or marketing this ““achievement”” or do the peripheral voices and marginal communities view the designation as unimportant or an imposition? This case study examines the importance of examining the disparity in how we, and our public, interpret and value history. My job is to examine these acts of inclusion/exclusion and shift the balance with programs like ““Bringing History to Life,”” a student summer workshop series that uses different mediums to interrogate history.

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