There has been growing interest in revising history to better reflect more accurate depictions of marginalized groups such as women, people of color, and members of the LGBTQ+ community. This has included efforts to remove controversial monuments and recontextualize historical figures whose legacies have become tainted by their racist, sexist, homophobic, or transphobic views.
Some have argued that this can also include removing references to important figures and events related to LGBTQ+ history from public memory and cultural narratives.
Schools may decide to no longer teach about same-sex marriage rights activists like Harvey Milk or the Stonewall Riots in order to avoid offending conservative students. Some argue that this is an ethical breach because it erases significant moments in LGBTQ+ history that should be preserved for future generations. Others say that it is necessary to balance the needs of all students and protect vulnerable students who may be traumatized by hearing about these topics. This raises questions about how ethics should evaluate the moral consequences of erasing LGBT histories from public memory and cultural narratives.
One argument against erasing LGBTQ+ histories is that it risks creating a false narrative that queer identities are new and unprecedented, rather than part of human experience throughout time. By failing to acknowledge past struggles, we lose opportunities to learn from them and build on them in the present.
Erasing history can lead to a sense of isolation and loneliness among young LGBTQ+ individuals who feel cut off from the broader story of humanity. It may even contribute to feelings of shame and self-hatred among those who see themselves as abnormal or deviant.
Erasing LGBTQ+ history can perpetuate harmful stereotypes and stigmas by suggesting that queerness is inherently negative or dangerous, which can lead to increased discrimination and violence.
Some argue that preserving LGBTQ+ history in schools and textbooks can create unnecessary discomfort and distress for cisgender heterosexual students. These students may already have internalized negative attitudes towards queer people and feel threatened by exposure to queer stories and experiences. Teachers and administrators must balance the need to educate students about diversity with the need to respect their boundaries and comfort levels.
Some argue that focusing too much on LGBTQ+ history can detract from other important historical figures and events, leading to an incomplete understanding of our collective past.
Removing controversial content from classrooms can protect vulnerable students who are not ready to discuss sensitive topics like sexuality and gender identity.
There is no easy answer when it comes to how ethics should evaluate the moral consequences of erasing LGBTQ+ histories from public memory and cultural narratives. The decision will depend on many factors, including the specific context, student needs, and available resources.
It is clear that we should strive to find ways to preserve these histories while also ensuring that all students feel safe and comfortable in the classroom.
How should ethics evaluate the moral consequences of erasing LGBT histories from public memory and cultural narratives?
Ethics would consider it as morally wrong to erase LGBT histories and cultural narratives because such actions could lead to discrimination against them, marginalization, and oppression. By eliminating these historical figures from history books, schools, media, monuments, and other sources of information, society may create an illusion that homosexuality is abnormal and unacceptable, which can negatively impact the social position of LGBT people.