Mixed Race Studies

Audre Lorde – The Berlin Years 1984 to 1992

Third World Newsreel
2012
84 minutes
Germany
English/German with English Subtitles

Dagmar Schultz

2012 marks the 20th anniversary of Audre Lorde’s passing, the acclaimed Black lesbian feminist poet and activist. Throughout the 70s and 80s, Lorde’s incisive writings and speeches defined and inspired the women of color, feminist and LGBT social justice movements in the United States.

Audre Lorde – The Berlin Years 1984 to 1992  explores a little-known chapter of the writer’s prolific life, a period in which she helped ignite the Afro-German Movement and made lasting contributions to the German political and cultural scene before and after the fall of the Berlin Wall and the German reunification.

Lorde mentored and encouraged Black German women to write and publish as a way of asserting their identities, rights and culture in a society that isolated and silenced them, while challenging white German women to acknowledge their white  privilege. As Lorde wrote in her book Our Dead Behind Us: Poems, “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”

Audre Lorde – The Berlin Years 1984 to 1992 contains previously unreleased audiovisual material from director Dagmar Schultz’s personal archive, showing Lorde on and off stage. With testimony from Lorde’s colleagues, students and friends, this film documents Lorde’s lasting legacy in Germany.

See the Audre Lorde – The Berlin Years 1984 to 1992 Study Guide here.

Hope in My Heart: The May Ayim Story

Third World Newsreel
1997
28 minutes
Germany
German with English Subtitles

Maria Binder

A moving documentary about the life and untimely death of Ghanaian-German poet, academic and political personality May Ayim. Ayim was one of the founders of the Black German Movement, and her research on the history of Afro-Germans, but also her political poetry, made her known in Germany and other countries.

Ayim wrote in the tradition of oral poetry and felt a strong connection to other black poets of the diaspora. Poetry gave her an opportunity to confront the white German society with its own prejudices.

Interviews and poems reveal the search for identity, how and why the term Afro-German was introduced. An insightful look at how a young black woman experiences the German reunification.

In the foreword to Ayim’s Blues in Schwarz Weiß (Blues in Black and White), Maryse Conde wrote “… With the unmistakable sound of her voice her poems spoke to me of her, told of others that are like her and yet so unlike her in Germany, in Africa, in America. These poems held passion and irony … In May’s voice I found the echo of other voices from the diaspora.”

Hybrid Identities and Adolescent Girls: Being ‘Half’ in Japan

Social Science Japan Journal
Published Online: 2012-01-19
DOI: 10.1093/ssjj/jyr053

Stephen Murphy-Shigematsu
Stanford University

Hybrid Identities and Adolescent Girls: Being ‘Half’ in Japan, by Laurel D. Kamada. Bristol, UK: Multilingual Matters, 2009, 272 pp., (hardcover ISBN 978-1-84769-233-7), (paperback ISBN 978-1-84769-232-0)

I hated it when I was little … the school trip photo … only MY face was somehow different, so I hated that, and now … it’s like it’s good, I guess.

Hybrid Identities and Adolescent Girls captures the raw voices of teenage girls, revealing their intimate feelings about being ‘half ’ in Japan. Laurel Kamada gives us a rich account of adolescent development and identity construction, based on group interviews with six girls of mixed ancestry, presenting their actual voices in conversations with her and each other. Kamada takes up three central questions: (a) tensions and dilemmas of hybridity, (b) celebration of hybridity, and (c) the intersection of hybridity and gender. Her study is informed and inspired by her insider knowledge of the data collection site of Western Japan, and her long residences living, working, and raising her own mixed-ancestry child there. She is careful to position herself as a white, Western woman and acknowledges how she influences the research through reflexive commentary.

The girls are a population rarely heard from—public school students from intact families, with one Japanese parent and one non-Japanese (white-foreign) parent. They are from families who made a conscious decision to raise them by integrating them into Japanese society through education at regular local Japanese schools, rather than sending them to private international schools. Historically, this is a major dilemma for mixed-ancestry children, going back to Miki Sawada’s famous Saunders Home, where she raised and educated children after World War II, and continuing up to the recent Amerasian School in Okinawa. The controversy of whether mixed-ancestry children should be educated in public schools or in special schools has been not only an issue of race but also of class, with those whose families could afford it opting for the friendlier, more comfortable environment of international schools,…

Read or purchase the review here.

My Transnational, Hapa Identity in Question

Stephen Murphy-Shigematsu
2012-02-19

Stephen Murphy-Shigematsu
Stanford University

I like to say that I have a transnational, multicultural, multiethnic identity. I am hapa, haafu, I am both/and, Japanese AND American. But I know that many others still see the world in dichotomies, as either/or, Japanese OR American.
 
I know what I look like. I’ve seen my face in the mirror before. But I forget that others might see me differently than I see myself. And I know who I am. But I am aware that others usually do not know me.
 
I was reminded of this while riding in a taxi with my 108 year-old grandmother in Matsuyama, a city on the island of Shikoku. Incredibly, she still likes shopping and chatted excitedly as we drove downtown to Mitsukoshi, her favorite department store. The taxi driver eyed me for a while in the rear view mirror before asking the inevitable question, “Where are you from?” I tried to dampen his curiosity. “Tokyo,” I answered curtly. But he was not easily discouraged, “I mean which country?” “Country?” I repeated, as if it was a dumb question. “I think Tokyo is in Japan, isn’t it?”
 
He looked at me strangely before laughing nervously. He was puzzled. He expected me to say America. Of course I could say America. My father was American and I lived there half my life. But I could also say Japan. I was born here, my mother, wife and children are Japanese and I have lived the other half of my life here. Then again, I could also say that I am multicultural, multilingual, multinational, transnational, international or a global citizen, not just a citizen of any one country…

Read the entire article here.

Guidance document 10: Dual Heritage pupils

Ethnic Minority Services
Nottingham City Council Children Services
November 2005
20 pages

Jane Daffé, Senior EMA Consultant
Nottingham City, LA

Contents

1. Introduction
2. Terminology
3. Statistics
4. Identity
5. Dual Heritage Voice
6. Educational research
7. Curriculum, resources, role models
8. Conclusion
9. Appendix
   1. Recommended Resources Reflecting the Lives of Dual Heritage Children and Families
   2. Poem: Blended
   3. Dual Heritage Quiz

Introduction

The primary focus of this document are children of Dual Heritage who have one White parent and the other of African Caribbean background. Although pupils of Dual Heritage in our schools have a much wider range of ethnic backgrounds (White/Asian etc), the specified target group is our most significant Dual Heritage group in Nottingham, both in terms of numbers and concerns related to underachievement and exclusion. Some factors and experiences will be of relevance to other pupils of differing Dual Heritage, some of relevance to other Black pupil groups.

I hope to have produced a guidance document that will be of practical use to teachers in schools; within each sub-section are highlighted actions and recommendations which will enable schools to audit their current situation, develop their practice and create an increasingly inclusive whole-school ethos that is supportive and relevant for Dual Heritage pupils and families.

Terminology

The term Dual Heritage will be employed throughout this document; although labels are rarely unanimously agreed upon, it is currently considered by many to be a more acceptable and positive description than the still frequently used ‘mixed race’ (our pupils in schools often use the latter, and sometimes still the term ‘half-caste’).

Why not ‘mixed race’?
It is scientifically agreed that different ‘races’ do not exist, only one Human Race, therefore a shift from using the term ‘race’ seems to be the common order. Further, the word ‘mixed’ can have negative connotations in relation to identity e.g. ‘mixed up’, implying confusion and also that the original elements from both heritages are inevitably lost or changed.

Why not half-caste?
‘Caste’ is derived from the Portuguese word ‘casta’, meaning lineage or breed. In human culture, it refers to rigid social divisions, as in the Hindu caste system. Societies with a low degree of social mobility such as South Africa under apartheid and the practice of slavery in the Southern United States could be described as caste-based societies – the connotations of oppression are clear. Moreover, ‘half’ clearly implies lacking and incomplete, indicating inferiority…

Read the entire report here.

Is racial mismatch a problem for young ‘mixed race’ people in Britain? The findings of qualitative research

Ethnicities
Volume 12, Number 6 (December 2012)
pages 730-753
DOI: 10.1177/1468796811434912

Miri Song, Professor of Sociology
University of Kent, UK

Peter Aspinall, Reader in Population Health at the Centre for Health Services Studies
University of Kent, UK

Recent evidence concerning the racial identifications of ‘mixed race’ people suggests growing latitude in how they may identify. In this article, we examine whether mixed race young people believe that their chosen identifications are validated by others, and how they respond to others’ racial perceptions of them. While existing studies tend to assume that a disjuncture between self-identification and others’ perceptions of them is problematic, this was not necessarily the case among our respondents. While a racial mismatch between expressed and observed identifications was a common experience for these individuals, they varied considerably in terms of how they responded to such occurrences, so that they could feel: (1) misrecognized (and there were differential bases and experiences of misrecognition); (2) positive about the mismatch; or (3) indifferent to how others racially categorized them in their day-to-day interactions. Some differences in responses to such mismatch emerged among disparate types of mixed people. This study also found that we need to consider national identity, and other forms of belonging, in making sense of the diverse and often multilayered identifications and experiences of mixed race young people in Britain.

Read or purchase the article here.

Ancestry DNA and the Manipulation of Afro-Indian Identity

Chapter in:
The First and the Forced: Essays on the Native American and African American Experience
2007
285 pages
University of Kansas, Hall Center for the Humanities

Edited by James N. Leiker, Kim Warren, and Barbara Watkins

Chapter pages: pages 141-155

Arica L. Coleman, Assistant Professor of Black American Studies
Unverisity of Delaware

Arica Coleman explains the rise in popularity of Ancestry DNA testing to determine more clearly an ancestral past for African Americans and Native Americans. In this essay, she shows that claims made by commercial companies promising to provide missing evidence for African and indigenous origins are more exaggerated than current genetic technology can deliver. Promises that a DNA test can provide a verification of Native American tribal relationships or define a link to an African tribe are misleading. Coleman argues that Ancestry DNA results are largely based on speculation and can vary from one company to the next. She also asserts that in developing identities, a shared history and ancestral consciousness, including knowledge transmitted through oral history, culture, and daily activities, should not be replaced by genetic technologies.

Read the entire chapter here.

Student and teacher negotiations of racial identity in an Afro-Ecuadorian region

International Journal of Qualitative Studies in Education
Volume 22, Issue 5 (September-October 2009)
pages 563-584
DOI: 10.1080/09518390902915439

Ethan Allen Johnson, Assistant Professor of Black Studies
Portland State University, Portland, Oregon

In this article, using data collected primarily through interviews and observations the researcher explores how students and teachers of African descent at the Jaime Hurtado Academy understand and interpret race and racism in the city and province of Esmeraldas, which is the only region of the country where Afro-Ecuadorians comprise the largest proportion of the population. The findings reveal that students often distanced themselves from their Blackness through racial mixture, and that parents played a critical socializing role in their students’ negotiations of racial identity. Additionally, it was found that teachers universally embraced their Blackness, although they simultaneously acknowledged their mixed racial ancestry. These findings contest literate understandings of race and ideological attempts by elites to exclude Afro‐Ecuadorians within the dominant discourse of national identity.

Read or purchase the article here.

Navigating Multiple Identities: Race, Gender, Culture, Nationality, and Roles

Oxford University Press
March 2012
288 pages
Paperback ISBN13: 9780199732074; ISBN10: 0199732078

Edited by

Ruthellen Josselson, Professor of Psychology
Fielding Graduate University, Santa Barbara, California

Michele Harway, Faculty Research Specialist
Fielding Graduate University, Santa Barbara, California

Although questionnaires routinely ask people to check boxes indicating if they are, for example, male or female, black or white, Hispanic or American, many people do not fit neatly into one category or another. Identity is increasingly organized multiply and may encompass additional categories beyond those that appear on demographic questionnaires. In addition, identities are often fluid and context-dependent, depending on the external social factors that invite their emergence. Identity is constantly evolving in light of changing environments, but people are often uncomfortably fixed with societal labels that they must include or resist in their individual identity definition.

In our increasingly complex, globalized world, many people carry conflicting psychosocial identities. They live at the edges of more than one communal affiliation, with the challenge of bridging different loyalties and identifications. Navigating Multiple Identities considers those who are navigating across racial minority or majority status, various cultural expectations and values, gender identities, and roles. The chapters collected here by Josselson and Harway explore the ways in which individuals attain or maintain personal integration in the face of often shifting personal or social locations, and how they navigate the complexity of their multiple identities.

Features

• Discusses different forms of identity, beyond race and ethnicity
• Incorporates international perspectives

Table of Contents

• Chapter 1—The Challenges of Multiple Identity—Ruthellen Josselson and Michele Harway
• Chapter 2—Multiple Identities and Their Organization—Gary S. Gregg
• Chapter 3—The “We of Me”: Barack Obama’s Search for Identity—Ruthellen Josselson
• Chapter 4—The Varieties of the Masculine Experience—Kate A. Richmond, Ronald F. Levant, and Shamin C. J. Ladhani
• Chapter 5—Growing Up Bicultural in the United States: The Case of Japanese-Americans—James Fuji Collins
• Chapter 6—The Multiple Identities of Feminist Women of Color: Creating a New Feminism?—Janis Sanchez-Hucles, Alex Dryden, and Barbara Winstead
• Chapter 7—The Multiple Identities of Transgender Individuals: Incorporating a Framework of Intersectionality to Gender Crossing—Theodore R. Burnes and Mindy Chen
• Chapter 8—A Garden for Many Identities—Suzanne Ouellette
• Chapter 9—“I Am More (Than Just) Black”: Contesting Multiplicity Through Conferring and Asserting Singularity in Narratives of Blackness—Siyanda Ndlovu
• Chapter 10—Identities in the First Person Plural: Muslim-Jewish Couples in France—Brian Schiff, Mathilde Toulemonde, and Carolina Porto
• Chapter 11—Identity Wounds: Multiple Identities and Intersectional Theory in the Context of Multiculturalism—Michal Krumer-Nevo and Menny Malka
• Chapter 12—Evaluation of Cultural and Linguistic Practices: Constructing Finnish-German Identities in Narrative Research Interviews—Sara Helsig
• Chapter 13—“Because I’m Neither Gringa nor Latina”: Conceptualizing Multiple Identities Within Transnational Social Fields—Debora Upegui-Hernandez

Racism and Ethnic Relations in the Portuguese-Speaking World

Oxford University Press
July 2012
300 pages
12 halftones, tables, and graphs
234x156mm
Hardback ISBN: 978-0-19-726524-6

Edited by

Francisco Bethencourt, Charles Boxer Professor of History
King’s College London

Adrian Pearce, Lecturer in Brazilian & Spanish American History
King’s College London

• Comprehensive overview of racism and ethnic relations throughout Portuguese-speaking world
• Radical updating – last overview was published in 1963
• Draws out new connections between different parts of this area over time
• Experiments with new methods, e.g. anthropological history, visual culture

How did racism evolve in different parts of the Portuguese-speaking world? How should the impact on ethnic perceptions of colonial societies based on slavery or the slave trade be evaluated? What was the reality of inter-ethnic mixture in different continents? How has the prejudice of white supremacy been confronted in Brazil and Portugal? And how should we assess the impact of recent trends of emigration and immigration? These are some of the major questions that have structured this book. It both contextualises and challenges the visions of Gilberto Freyre and Charles Boxer, which crystallised from the 1930s to the 1960s, but which still frame the public history of this topic. It studies crucial issues, including recent affirmative action in Brazil or Afro-Brazilian literature, blackness in Brazil compared with Colombia under the dynamics of identity, recent racist trends in Portugal in comparative perspective, the status of native people in colonial Portuguese Africa, discrimination against forced Jewish converts to Christianity and their descendants in different historical contexts, the status of mixed-race people in Brazil and Angola compared over the longue durée, the interference of Europeans in East Timor’s native marriage system, the historical policy of language in Brazil, or visual stereotypes and the proto-ethnographic gaze in early perceptions of East African peoples. The book covers the gamut of inter-ethnic experiences throughout the Portuguese-speaking world, from the sixteenth century to the present day, integrating contributions from history, sociology, social psychology, anthropology, literary, and cultural studies. It offers a radical updating of both empirical data and methodologies, and aims to contribute to current debates on racism and ethnic relations in global perspective.

Table of Contents

• Francisco Bethencourt: Introduction
• Part I. Present Issues
  • 1: António Sérgio Guimarães: Colour and Race in Brazil: From Whitening to the Search for Afro-Descent
  • 2: Peter Wade: Brazil and Colombia: Comparative Race Relations in South America
  • 3: Jorge Vala and Cícero Pereira: Racism: An Evolving Virus
  • 4: Luiz Felipe de Alencastro: Mulattos in Brazil and Angola: A Comparative Approach, Seventeenth to Twenty-First Centuries
• Part II. The Modern Framework
  • 5: João de Pina-Cabral: Charles Boxer and the Race Equivoque
  • 6: Maria Lucia Pallares-Burke: Gilberto Freyre and Brazilian Self-Perception
  • 7: David Brookshaw: Writing from the Margins: Towards an Epistemology of Contemporary African Brazilian Fiction
  • 8: Michel Cahen: Indigenato Before Race? Some Proposals on Portuguese Forced Labour Law in Mozambique and the African Empire (1926-62)
  • 9: Miguel Jerónimo: The ‘Civilisation Guild’: Race and Labour in the Third Portuguese Empire, ca. 1870-1930
• Part III. The Long View
  • 10: Ricardo Roque: Marriage Traps: Colonial Interactions with Indigenous Marriage Ties in East Timor
  • 11: Herbert Klein: The Free Afro-Brazilians in a Slave Society
  • 12: Andrea Daher: The ‘General Language’ and the Social Status of the Indian in Brazil, Sixteenth to Nineteenth Centuries
  • 13: José Pedro Paiva: The New Christian Divide in the Portuguese-Speaking World (Sixteenth to Eighteenth Centuries)
  • 14: Jean Michel Massing: From Marco Polo to Manuel I of Portugal: The Image of the East African Coast in the Early Sixteenth Century