National Museum of African American History and Culture: Ask The Expert Interview Series

Written by: Amora Campbell, 2019-2020 Real World History Student, Richard Wright Public Charter School, 11th Grade

The following post is part of a collection created by high school students in the 2019-2020 Real World History course. The course teaches history through inquiry, equipping students with crucial skills that prepare them to thrive in our complex 21st century world. In the spring semester, students typically complete a 100-hour internship at a historic site or museum but due to Covid-19, this year’s class was unable to do so. Out of necessity, the class transitioned to an online model and changed its focus. Instead of learning about public history work through internship placements, Real World History students conducted a series of online interviews with public historians to learn about their work. Recognizing the implications of the pandemic on institutions of public history, the students also asked their interviewees to discuss the short-term and long-term changes this health crisis would have on the field. Each Real World History student then wrote a reflective blog piece about their interview and the spring semester. We hope their unique insights offer readers a glimpse into the experience of high school students in the spring of 2020 and the inner workings of these institutions at a peculiar moment in history.

Amora Campbell, 2019-2020 Inspired Teaching Real World History Student

Hello, my name is Amora Campbell, and I want to write about my interview with the esteemed curator, Paul Gardullo, from the National Museum of African American History and Culture. With the help of my Real World History classes, I was able to have background knowledge on DC history as it relates to Chocolate City. The class was centered around the Great Migration, which is the migration of African Americans from the South to the North around the 1940s to the 1960s. In the first semester we would study the book and how to correctly analyze historical material for our oral history project. Second semester is about finding an internship. I had Moorland Spingarn Research center at Howard University. However, in the middle of my studies at Moorland, Coronavirus struck and everything was closed down and adapted to virtual spring interviews for the end product of a blog post.

I was assigned to Dr. Gardullo by my teachers, Max and Mr. Hunt. To prepare for the interview I researched Dr. Gardullo on the Smithsonian website. He is the one of the curators at the legendary National Museum of African American History and Culture. Dr. Gardullo is presumably white, and, to be honest, I was surprised to see that a presumably white man was so invested in this museum. Although I’d like to be past racial assumptions I shock myself with the thoughts I continue to have. Given my initial reaction, I made sure Dr. Gardullo gave several explanations as to what his motivations were and why he curated at this museum. My intention behind these questions was not to interrogate Dr. Gardullo, but to have an open conversation so I can open my own eyes to other cultures like he has.

NOTE: This 1.5-minute video is an excerpt from Amora’s full interview. You can view the full interview here.

Paul Gardullo, National Museum of African American History and Culture

When I first spoke to Dr. Gardullo he was genuinely interested in his field and respected African American History and Culture. This was a welcome interaction because I appreciated his love, not just of African American History, but history in general. Gardullo was very open and responsive to my curiosity about his field. As the interview continued, I became more interested in history. Gardullo is a top expert and hearing him talk about his profession and the parts of his job helped me fall in love with history.

Dr. Gardullo began by sharing his motivation behind going into African American history. His story began when he was three years old and his oldest sister of six siblings had a mixed race child. His family didn’t accept the child and many problems he couldn’t understand suddenly bombarded his life. This family dispute encouraged Dr. Gardullo to learn more about different cultures and study them academically.

“That was a fundamental part of my youth, to be able to participate in an institution in a new way and building an institution in a new way that explicitly has to do with telling the truth around a history that had been submerged and suppressed for so long in a way that can lead to better understanding and healing,” said Gardullo.

Dr. Gardullo’s remarks about his family and the meaning behind why he works in African American studies and curates for arguably the most significant museum in the country are similar to why I love history and have a passion for studying different cultures. So many times I run into situations where I’m utterly clueless about someone’s culture and identity. I can’t communicate with them in any way, and more importantly, they can’t communicate with me. Imagine if someone were being discriminated against for a cultural barrier but they had no ally, no friend, and no ability to educate themselves. Gardullo makes great points about his ignorance as a child helping define his work and ambitions as an adult, because that is so realistic to almost everyone.

“We were told as curators that objects didn’t matter, that people your age don’t really care about objects, that it was all about virtual experiences. But we said that objects do matter because of the power that they hold and not just the individual object but the collection, the bringing together of a collection of objects around a history,” said Gardullo.

Objects in museums are an important part of storytelling, Gardullo recognizes this. History is conveyed, taught, and becomes art with an object. This lesson is lost among many museums that focus so much on the younger generation that they forget every other connoisseur of the institution. Because Gardullo remarked on the importance of such a monumental part of the museum leads me to believe he is the kind of person who should be working in museums as the Lorax for these objects.

Although the Coronavirus pandemic may have made things harder and less personal on a global scale, life continues and so do ongoing projects. It’s obvious Gardullo has a strong passion for his work. Even now he continues to work on various international projects with barely any interruption. One of my hopes for the future of the National Museum of African American History and Culture is to have programs for DC students. People like Gardullo can help this happen.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.