Mixed Race Studies

Critical Mixed Race Studies in the Twenty-First Century (ETHN 0090B S01)

Brown University
Fall 2013

Alexandrina R. Agloro, Visiting Instructor in American Studies

This course will guide students through an understanding of the historical, contemporary, and ideological rationale behind the constructions of mixed race, and how mixed race theory plays out in history, art, and contemporary media. This course aims to expand the conversations of mixed race beyond the stereotypes of tragic mulattos and happy hapas, instead interrogating what mixed race looks like in the twenty-first century and what historical precedents can explain current phenomena.

For more information, click here. View the syllabus (in Microsoft Word format) here.

The week of October 20th, my co-authored article with Glenn C. Robinson titled, “The Impact of Internet Publishing and Online Communications on Mixed-Race Discourses” from the Asian American Literary Review Special Issue on Mixed Race, will be part of the required reading. Please read the syllabus for information on some other additional excellent resources.

SO224: The Sociology of Race and Ethnicity

London School of Economics
2013/2014 session

Helen Kim

The course provides an introduction to theoretical, historical and contemporary debates around race, racism and ethnicity. It firstly explores the main theoretical perspectives which have been used to analyse racial and ethnic relations, in a historical and contemporary framework. It then examines in more detail the areas both theoretical and lived within our contemporary social and political climate where analyses of ‘race’, racism, culture, belonging and identity are urgently needed, focusing primarily on Britain, Europe and the US. Topics include: race and ethnicity in historical perspective; race, class and gender multiculturalism; diaspora and hybridity; whiteness; mixed race; race, disease and contamination; race and the senses; race and popular culture; urban multiculture and the street; race, riots and youth culture; community cohesion; Muslim identities; asylum and new migrations; the Far Right and the white working class.

AAAS 348 (Fall 2013): Class, Race, and Gender—“Hapas, Hafus, Mestizos, and Muggles”

California State University, Los Angeles
Asian and Asian American Studies Program
Fall 2013

Michelle Har Kim

HAPA (from the Hawai‘ian Dictionary, Māmaka Kaiao)

1. Portion, fragment, part, fraction, installment; to be partial, less. (Eng. half) Cf. hapahā, hapalua, etc. Ka ’ike hapa, limited knowledge. Ua hapā na hae, the flags are at half-mast, ho’o.hapa To lessen, diminish.
2. Of mixed blood, person of mixed blood, as hapa Hawai‘i, part Hawaiian. See hapa haole.
3. A-minor in music. See lele 7.

What assumptions do many of us make about how mixed-race Asians are supposed to look, speak, and understand themselves? Is it true that mixed-race people in general, Asian and otherwise, are able “see,” understand, or translate two or more cultural worlds? Continuing on with this theme of visuality, looking, and seeing, this course will create a space for talking about how we and others see mixed-race and race generally as a thing that has always-already and naturally been around—or something that we construct and create ourselves for certain reasons. Questions regarding identity and authenticity will surely lead us to more issues including gender, sexuality, money, and class.

Students are required to make time for regular readings, writing, and online and Moodle access. One hard-copy text is required: the Asian American Literary Review’s 2013 Special Issue on Mixed Race. Assignments will be taken from this journal and other texts to be announced. Discussions will anchor themselves through submitted reaction papers in which you will have creative and critical opportunities to compare visual pieces with assigned readings.

For the month of October, we will draw from an online Synchronous Teaching Program Digital Lab as we participate in the Asian American Literary Review’s Mixed Race Initiative. This hub will link us with other students studying mixed race, in an exciting effort to participate in a conversation beyond bounds of our classroom.

For more information, click here.

Race and the Visual Arts: LAHS-P236

Berklee College of Music
Boston, Massachusetts
Fall 2013

In this course, students explore the representation of race in visual culture and the ways in which culture marks subjects, objects, and bodies with racial identity. Wherever we look we are confronted by images that are explicitly or implicitly racialized—in artistic production, marketing and advertising, film and television, magazines and newspapers, and science and technology. In American society our history confronts us with the painful reminders of the oppression and marginalization of bodies whose color deviates from whiteness. Students explore the ways that visual artists have problematized the representation of racial identity. Students also explore how one “talks back” to images about racialized bodies. How do marketing and advertising exploit and/or privilege certain types of racialized bodies in the visual field? How have representations of racial identity evolved over the course of the history of film and television? When is racial identity foregrounded? When it is veiled and why? How do medicine and technology reconfigure how we see racialized bodies? How do other categories of difference such as gender, sexuality, and class complicate the representation of racialized bodies? In this course, students read texts from history, literature, sociology, Africana studies, visual studies, art history, and cultural studies; they view images of painting, photography, sculpture, performance art, film, television, advertising, and medical research. If you want to think critically about racialized images-from Uncle Tom to Aunt Jemima and beyond-then this is the class for you!

For more information, click here.

SOCI 395-005: Plessy to Martin: Race and Politics

George Mason University
Fairfax, Virginia
Fall 2013

Rutledge M. Dennis, Professor of Sociology

This course examines the issues, individuals, and groups central to the intersectionality of race, culture, and politics in American life. We will begin with the landmark Plessy v. Ferguson case which solidified and legitimized the nation’s “separate and equal” racial policy until Brown v. Board of Education. A critique of this case allows us to understand the intricate relations between the nation’s racial theories and policies and its public politics and culture. These racial, political, and cultural issues will provide the background from which we analyze the individuals and groups whose actions and positions presented challenges and counter-challenges to America’s image of itself as a free and democratic society. As a consequence, we will examine how racial and cultural politics were driving forces in the public debates and controversies surrounding such cases as the Scottsboro Boys in Alabama, Robert Williams in North Carolina, Emmett Till in Mississippi, Medgar Evers in Mississippi, Martin Luther King in Georgia, Angela Davis in California, O. J. Simpson in California, Rodney King in California, and currently, Trayvon Martin in Florida. The central questions in the cases presented above focus on why, and in what ways, did racial feelings, fears, and animosities surface as they did, how were intragroup and intergroup relations affected by such attitudes and behavior, and what were the short and long-term societal consequences of these attitudes and behavior.

For more information, click here.

Casta Painting: Art, Race and Identity in Colonial Mexico (HI972)

University of Warwick
Coventry, England
Spring 2013

Rebecca Earle, Professor of History

This module explores the distinctive vision of colonial Mexico purveyed via the artistic genre known as the casta painting. Casta paintings depict the outcomes of different types of inter-ethnic mixing, and often come in series of 16, showing many different family groups. They are quite remarkable. Consider, for example, José de Alcíbar’s painting showing a family group consisting, we are told in the helpful label, of a Black father, and Indian mother and their ‘Wolf’ son:

Casta paintings can be seen as attempts at cataloguing the varied inhabitants of Spain’s colonial universe. They thus offer a visual taxonomy of colonial space. At the same time, they have been read as statements of local pride, and usually include a wealth of details about local customs and habits. In addition, they are rich and complex documents relating to the material culture of colonial Spanish America. In Alcíbar’s painting reproduced above we notice not only the domestic strife but also the beautiful china (which is endangered by the parental row) and food items such as the headless chicken. How are we to interpret and understand such images?

The module will introduce students to this artistic genre, and will explore different ways of interpreting these multi-valent images. Its educational aims, therefore, are to help students consider how to read artistic works produced in a colonial setting, how to use casta paintings as a body of source material, and how to explore the relationship between visual and textual depictions of colonial space…

For more information, click here.

HIST 574–Modern U.S. History: Miscegenation, Mixed Race, and Interracial Relationships

Simmons College, Boston, Massachusetts
Summer 2013

Ulli Ryder, Lecturer of History and Africana Studies

This class will explore the conditions for and consequences of crossing racial boundaries in the United States. It will take a multidisciplinary approach, utilizing historical scholarship, literature, legal scholarship, and communication studies, along with several feature and documentary film treatments of the subject. Students will gain a deeper understanding of the ways race has been socially constructed; the connections between race and power in the U.S.; and the possibilities of a non-racist future.

PHIL 539: Critical Philosophy of Race

Pennsylvania State University
Summer 2012

The study of philosophical issues raised by racism and by the concept of race and other related concepts.

This course provides an intensive examination of a major area of philosophical research: the philosophical examination of racism and of our thinking about race. It will investigate philosophical debates about such topics as mixed-race identity, going beyond the Black-White binary, the distinction between racism and xenophobia, the distinction between race and ethnicity, the debate about the reality of race, as well as questions about the nature and genealogy of racism. The course will have a historical component that will show how thinking in terms of the concept of race first developed and was transformed across time as well as addressing contemporary issues that includes an examination both of the dominant theories and definitions or racial identity and of ethical and political questions raised by the persistence of the notion of race. The course will also examine debates about the complicity of certain canonical figures in the history of philosophy, such as Immanuel Kant and Georg Wilhelm Friedrich Hegel in the conceptualization of race and the spread of philosophical racism. In addition to these two philosophers the following authors will be among those studied: Johann Friedrich Blumenbach, Frederick Douglass, Anténor Firmin, W. E. B. Du Bois, Anna Julia Cooper, Alain Locke, Paulette Nardal, Jean-Paul Sartre, Frantz Fanon, Anthony Kwame Appiah, Gloria Anzaldúa, Bernard Boxill, and Angela Davis. Race will be examined in its relation to other ways of thinking about human difference, including class, gender, nationality, religion, and sexuality. Attention will be given to diverse experiences in the US context, such as those of African Americans, Latina/os, Asian Americans, Native Americans, Irish Americans, and so on. In addition to examining the role race has played and continues to play in the United States of America, the ways in which race is approached in other parts of the world, for example in China, will also be the subject of investigation. The course content will vary, dependent upon the instructor.

383a. Nation, Race and Gender in Latin America and the Caribbean – Senior Seminar

Vassar College
Poughkeepsie, New York
2013/2014

Light Carruyo, Associate Professor of Sociology
 
(Same as Sociology 383) With a focus on Latin America and the Spanish-speaking Caribbean this course traces and analyzes the ways in which the project of nation building creates and draws upon narratives about race and gender. While our focus is on Latin America, our study considers racial and gender formations within the context of the world-system. We are interested in how a complicated history of colonization, independence, post-coloniality, and “globalization” has intersected with national economies, politics, communities, and identities. In order to get at these intersections we examine a range of texts dealing with policy, national literatures, common sense, and political struggle. Specific issues addressed include the relationship between socio-biological theories of race and Latin American notions of mestizage, discursive and material “whitening,” the myth of racial democracy, sexuality and morality, and border politics.

305. The Social Construction of Race in the U.S.

Vassar College
Poughkeepsie, New York

Diane Harriford, Professor of Sociology

This course examines the social construction of race in the United States from the beginning of the nineteenth century to the present. The focus is on the changing racial meanings and identities of specific socio-historical groups and the ways in which social institutions interpret and reinterpret race over time. Contemporary issues addressed include: the construction of “whiteness”, the making of model minorities, color-blindness and the post-racial society, and the emergence of the “mixed race” category. Readings may include Cooper, DuBois, hooks, Collins, Frye, Omni and Winant, and Roediger.