Mixed Race Studies

Afro-Mexico: Dancing between Myth and Reality

University of Texas Press
December 2010
183 pages
62 b&w illus, 14 color photos
7 x 10 in.
Hardcover ISBN: 978-0-292-72324-5

Anita González, Associate Professor and Associate Chair of Theatre Arts
State University of New York, New Paltz

Photographs by George O. Jackson and José Manuel Pellicer
Foreword by Ben Vinson III

While Africans and their descendants have lived in Mexico for centuries, many Afro-Mexicans do not consider themselves to be either black or African. For almost a century, Mexico has promoted an ideal of its citizens as having a combination of indigenous and European ancestry. This obscures the presence of African, Asian, and other populations that have contributed to the growth of the nation. However, performance studies—of dance, music, and theatrical events—reveal the influence of African people and their cultural productions on Mexican society.

In this work, Anita González articulates African ethnicity and artistry within the broader panorama of Mexican culture by featuring dance events that are performed either by Afro-Mexicans or by other ethnic Mexican groups about Afro-Mexicans. She illustrates how dance reflects upon social histories and relationships and documents how residents of some sectors of Mexico construct their histories through performance. Festival dances and, sometimes, professional staged dances point to a continuing negotiation among Native American, Spanish, African, and other ethnic identities within the evolving nation of Mexico. These performances embody the mobile histories of ethnic encounters because each dance includes a spectrum of characters based upon local situations and historical memories.

Table of Contents

• Foreword by Ben Vinson III
• Preface
• Introduction
• Chapter 1: Framing African Performance in Mexico
• Chapter 2: Masked Dances: Devils and Beasts of the Costa Chica
• Chapter 3: Archetypes of Race: Performance Responses to Afro-Mexican Presence
• Chapter 4: Becoming National: Chilena, Artesa, and Jarocho as Folkloric Dances
• Conclusion
• Notes
• Bibliography
• Index

Introduction

Afro-Mexico: Dancing between Myth and Reality, as the title suggests, is a book about dancing. But more important, it is a book about how dance reflects on social histories and relationships. The photographs and text document how residents of some sectors of Mexico construct their histories through performance. The idea of Afro-Mexico is, in some ways, an enigma. While Africans and their descendants have lived in Mexico for centuries, many Afro-Mexicans do not consider themselves either black or African. Instead, members of this ethnic population blend into the national imagination of Mexico as a mixed-race country. For almost a century, Mexico has promoted an ideal of its citizens as a combination of indigenous and European ancestry. This construct obscures the presence of African, Asian, and other populations that have contributed to the growth of the nation. However, performance studies—dance, music, and theatrical events—reveal that African people and their cultural productions have consistently influenced Mexican society…

…Race in the Americas

The concept of race is continually being redefined. “Race” troubles academic theorists and affects popular social conceptions about origins and nationality. Political events like the rise of Barack Obama challenge existing myths about race and bring to questions the realities of racial mixtures in the Americas. In both local and global communities public understandings about blackness greatly influence who African Diaspora people think they are. Clearly, those who reside in Mexico are Mexican. However, self-perceptions influence both self-esteem and the sense of belonging. Recently, I was traveling by airplane to Costa Chica and picked up a copy of the magazine Intro*, which services the Oaxacan coast. Inside was a story about a surfer named Angel Salinas, an Afro-Mexican from Mancuernas, Pinotepa Nacional. Salinas is a surfing star who has won national and international tournaments. But he wears a wrestler’s mask to cover his face when he appears in public. The article states that the surfer wears the mask as “a result of some advice that his mother gave him when he didn’t appear in magazines because of his dark skin; he decided to do something that would make him different and that would show a Mexican cultural icon. Now he is known as ‘the masked surfer.'” Angel Salinas feels the need to cover his face in order to feel Mexican. Although Mexico is a country where, at first glance, the races have mixed to become a “cosmic race,” there are still urgent social discrepancies that manifest as internalized or blatant racism. This discrepancy between public policy and daily practices influences the kinds of lives that contemporary Afro-Mexicans lead…

Race Mixture among Northeastern Brazilian Populations

American Anthropologist
Volume 64, Issue 4 (August 1962)
pages 751–759
DOI: 10.1525/aa.1962.64.4.02a00050

P. H. Saldanha
Laboratória de Genética Humana
Faculdade de Medicina da Universidade de São Paulo, Brazil

Northeastern Brazilian populations are extremely interesting for racial studies. These populations are derived from the intermixture of Negroes, Whites (Portuguese), and Indians and seem to be very stable ethnic groups of which representatives are promptly recognizable because of their unique physical appearances. The “Nordestino” populations inhabit a very hostile region, arid almost throughout the year. Because of the poor conditions there, they often emigrate to southern regions of the country. The emigration flow of “Nordestino” is fairly organized, and migrants stay some days at the State Hostelry in São Paulo before they are directed to job centers.

About one year ago an investigation of blood groups, simple genetical traits, physical measurements, and other anthropological characteristics of “Nordestino” immigrants was initiated by two laboratories in the State of São Paulo. A preliminary report of these investigations will be published elsewhere. The present paper is concerned with some general problems of race admixture.

Read the entire article here.

Pinturas de Casta: Mexican Caste Paintings, a Foucauldian Reading

New Readings
School of Modern Languages, Cardiff University
Volume 10 (July 2009)
page 1-17

Nasheli Jiménez del Val
Cardiff University

This article looks at the genre of casta painting developed in colonial Mexico during the eighteenth century. The genre consists of a series of paintings representing the different racial mixes that characterised New Spain throughout the colonial period and that continue to play an important role in contemporary Mexican society. By referring to several Foucauldian concepts such as disciplinary power, biopower, normalisation, deviance and heterotopia, this essay aims to locate the links between this genre and prevailing discourses on race, with a particular focus on the ensuing institutional and political practices implemented in the colony during this period. Centrally, by focusing on this genre as a representational technology of colonial surveillance, the paper argues that discourses on race in New Spain oscillated between an ideal representation of colonial society, ordered and stabilised through rigid classificatory systems, and a real miscegenated population that demanded a more fluid understanding of the colonial subject’s societal value beyond the limitations of racial determinism.

It is known that neither the Indian nor Negro contends in dignity and esteem with the Spaniard; nor do any of the others envy the lot of the Negro, who is the “most dispirited and despised”. […] It is held as systematic that a Spaniard and an Indian produce a mestizo; a mestizo and a Spaniard, a castizo; and a castizo and a Spaniard, a Spaniard. It is agreed that from a Spaniard and a Negro a mulatto is born; from a mulatto and a Spaniard, a morisco; from a morisco and a Spaniard, a torna atrás; and from a torna atrás and a Spaniard, a tente en el aire. The same thing happens from the union of a Negro and Indian, the descent begins as follows: Negro and Indian produce a lobo; lobo and Indian, a chino; and chino and Indian, an albarazado, all of which incline towards the mulatto. [For more terms, see here.]

—Pedro Alonso O’Crowley, 1774.

Casta painting is a pictorial genre produced by colonial artists between the early 18th century and the early 19th century that consists of a series of paintings representing the different racial mixings that characterised the colony of New Spain. As a pictorial genre, it is constituted by a succession of images that show a male and female subject from different ethnic origins and the offspring that result from this combination. The three racial strands of Spaniard, Indian and Black initiate the series, with the possible combinations that derive from these crossing being depicted in detail, to the degree that even fifth or sixth degrees of derivations are often assigned specific names and traits…

Read the entire article here.

Casta Paintings: Inventing Race Through Art

The Tavis Smiley Show
National Public Radio
2004-06-30

Mexican Art Genre Reveals 18th-Century Attitudes on Racial Mixing

The Los Angeles County Museum of Art is hosting the first-ever major exhibition paintings that reflect what many upper-class Spaniards thought about race, class and skin color during the 1700s, when Mexico was a colony of Spain. NPR producer Nova Safo reports on the controversial exhibit.

The genre of art, called casta, reveals more about prejudices in Spain at the time than the reality in Mexico. One portrait of a family, used as the centerpiece of the LACMA exhibit, is typical of the genre: A mother with snow-white skin, a dark-skinned father and a daughter with skin tone in between the two appear as prosperous and well-dressed.

But the title of the portrait is curious: “De Espaniol y Albina, Torna Atras”—literally, “From a Spaniard and Albino, return backwards.” The prevailing theory at the time was that albinos were thought to be part African. So the union of an albino with a Spaniard was actually seen as a step backward, towards African heritage…

Read the entire article here.  Listen to the story (00:05:26) here in Real Media or Windows format.

Seeds of Rebellion in Plantation Fiction: Victor Séjour’s “The Mulatto”

Southern Spaces
An interdisciplinary journal about regions, places, and cultures of the American South and their global connections
2007-08-28

Ed Piacentino, Professor of English
High Point University, High Point, North Carolina

This essay examines Victor Séjour’s “The Mulatto” (1837), a short story acknowledged as the first fictional work by an African American. Through its representation of physical and psychological effects, Séjour’s story, a narrative of slavery in Saint-Domingue, also inaugurated the literary delineation of slavery’s submission-rebellion binary. The enslaved raconteur in “The Mulatto” voices protest and appeals to social consciousness and sympathy, anticipating the embedded narrators in works of later writers throughout the Plantation Americas.

Sections:

• Introduction
• Liberated Narrative Voice
• Restricted Space
• Clotel’s Rebellion
• Local Color
• Conclusion & Notes
• Recommended Resources
• “The Mulatto”

Introduction

A little-known story first translated into English in 1995 by Philip Barnard for The Norton Anthology of African American Literature, “Le Mulâtre” (“The Mulatto”) by Victor Séjour (1817-1874), a New Orleans free man of color, was initially published in the March 1837 issue of Cyrille Bisette’s Parisian abolitionist journal La Revue des Colonies. La Revue was a monthly periodical of “Colonial Politics, Administration, Justice, Education and Customs” owned and sponsored by a “society of men of color.” A recent immigrant to Paris, Séjour was in an amenable environment among kindred spirits who shared his sentiments about slavery.

…Although little known in its era, “The Mulatto” presents the binary of submission and rebellion that became a motif in U.S. based slave narratives and novelized autobiographies treating racialized sexual harassment and/or exploitation of mulattas such as Harriet Jacobs’s Incidents in the Life of Slave Girl, antislavery novels such as William Wells Brown’s Clotel or; The President’s Daughter and Hannah Crafts’s The Bondwoman’s Narrative, and even late nineteenth-century southern local color stories with embedded former slave storytellers, such as Charles Waddell Chesnutt’s Uncle Julius. In exposing the brutality of the slave system, such as the impact of miscegenation on persons of mixed race; the sexual violation of enslaved persons; and the physical and psychological brutalities of slavery—particularly the devastating effects on family life of whites as well as on blacks—“The Mulatto” deploys strategies for antislavery protest writing that will appear in antebellum slave narratives and anti-slavery novels and in postbellum fiction about slavery…

Read the entire article here.

Ethnic, Multi-Ethnic, and Nationalist Identity in Belize: Voices of Belizean Children

Electronic Magazine of Multicultural Education
Volume 3, Number 1 (Spring 2001)
Theme: International Perspectives on Race and Ethnicity

Sarah Woodbury Haug

This paper discusses ethnicity and nationalism in children in the rural community of Punta Gorda, Belize. Ethnicity and nationalism are important aspects of identity in Belize because of a deliberate government policy to teach about these identities in the schools. My purpose in this paper is to contrast what is taught in schools about ethnicity and nationalism with how children describe their own identities.

Table of Contents

• The Government’s Plan
• Methodology
• Ethnicity in Punta Gorda
• Working in the Schools
• Voices of Ethnically Mixed Children
• Conclusion
• Endnotes
• References

Read the entire article here.

Ethnicity and Ethnically “Mixed” Identity in Belize: A Study of Primary School-Age Children

Anthropology & Education Quarterly
Volume 29, Issue 1 (March 1998)
pages 44–67
DOI: 10.1525/aeq.1998.29.1.44

Sarah Woodbury Haug

This article focuses on the ehtnic identity of children in Belize. Belizean nationalism, as taught in the primary schools, is both pan-ethnic and multiethnic. However, because the increasingly widespread practice of ethnic mixing is unacknowledged, there is a discrepancy between what is taught in school and the daily life of children. This has resulted in a paradox. Whereas the overt intent is to recognize and celebrate difference, the result has been to silence children’s voices.

Teacher: “Everyone here belongs to an ethnic group. You will draw the clothing of your group.”
Mixed Mestizo/Garifuna girl: “What if you are mixed?”
Teacher: “It doesn’t matter if you are mixed… you draw the Creole outfit.”
[Teacher tells four other children of mixed ethnicity which clothing they will draw.]
Anthropologist to teacher: “What ethnic group are you?”
Teacher: “I am mixed with Creole and Spanish but my husband is an East Indian.”
Anthropologist: “What ethnic group do your children belong to?”
Teacher [laughs and waves her hand dismissively]: “They are just mixed.”
Anthropologist: “Oh. What did you do with the mixed children in your class?”
Teacher: “Well, I assigned them to a group.”

This article illuminates the subjective nature of ethnic identification in a nation-state that promotes multiculturalism and ethnic diversity within its borders. The government of Belize supports the cultures of all its ethnic groups and teaches about them in schools as part of its program of nationalism. The scene above illustrates the combination of issues that are involved in locating children of mixed ethnicity within the government’s ethnic framework in Punta Gorda, a small town of 3,500 people on the southern coast. Because ethnic mixing is unacknowledged by the Belizean government and not discussed in schools, there is a great discrepancy between what is taught in the schools, and the daily life of such children. What schools teach and what children understand are not the same. The silence on the part of the government, however, speaks loudly to children as they attempt to place themselves within the ethnic framework of their community and country.

To many adults, not only Punta Gordans, children are reflections of the adult world. They are thought of as simple creatures who absorb all that is taught to them (Jenks 1996:2; Stephens 1996:12), or viewed as a means of measuring the values of society (Ndebele 1996:322). They are not, as Stephens writes, “social actors in their own right, engaged in making sense of and recreating the social worlds they inherit” (1996:23-24). However, my research shows that children clearly are active participants in the construction of their own identity, even if their constructions are not recognized by the adult community and even if children are labeled by adults according to adult needs and perceptions…

Read the entire article here.

Gender, Sexuality and the Formation of Racial Identities in the Eighteenth-Century Anglo-Caribbean World

Gender & History
Volume 22, Issue 3 (November 2010)
pages 585–602
DOI: 10.1111/j.1468-0424.2010.01613.x

Brooke N. Newman, John Carter Brown Library Scholar (2010-2011)
University of Oxford

In recent years, scholars have directed considerable attention to the influence of gender relations and sexual practices on developing racial formations in early British America, the colonial Caribbean and the wider British empire. Understanding that unauthorised intimacies in the imperial world threatened notions of Britishness at home has greatly enhanced our knowledge of the complexity and instability of the process of collective identity formation. Building on pioneering research in early American and British imperial history, this article charts the connection between gendered concepts of ‘whiteness’ in Anglo-Caribbean contexts and in metropolitan discourses surrounding British national identity, as articulated in eighteenth-century colonial legislation and official correspondence, popular texts and personal narratives of everyday life. It explores the extent to which the socio-sexual practices of British West Indian whites imperilled the emerging conflation between whiteness and Britishness.

Read or purchase the article here.

Blood groups of Whites, Negroes and Mulattoes from the State of Maranhão, Brazil

American Journal of Physical Anthropology
Volume 6, Issue 4 (December 1948)
pages 423–428
DOI: 10.1002/ajpa.1330060412

E. M. da Silva
Department of Hematology
Instituto Oswaldo Cruz, Rio de Janeiro, Brazil

Within the Brazilian “melting pot” the intensity and variation of the racial mixture rises to a high point in the State of Maranhão. Of the three main races entering into this mixture, Indian, Negro and White, remnants are still to be found in more or less pure condition. As would be expected, however, all possible combinations of these primary groups are now abundantly present. Thus the population of this State presents unlimited opportunities for research in the problems of physical anthropology growing out of race mixture.

The present study deals with the classical blood groups in Whites and Negroes and in mixtures of these two races. The observations were made in the city of São Luiz and in the village of Santo Antonio dos Pretos (Municipe of Codó), a little over 300 km southeast of the former.

The Negroes were selected on the basis of their well-known physical characteristics. The series totals 198 and includes representatives of different African groups.

The Whites are mainly from Arabian (Syrian) stock, with some Portuguese and a few Spanish individuals. The series totals 196.

The individuals of mixed origin, which we will call Mulattoes in accordance with Brazilian custom, are mostly if not all first generation crosses. Selection was made by examining…

Read or purchase the article here.

Because the Numbers Matter: Transforming Postsecondary Education Data on Student Race and Ethnicity to Meet the Challenges of a Changing Nation

Educational Policy
Volume 18, Number 5 (November 2004)
pages 752-783
DOI: 10.1177/0895904804269941

Kristen A. Renn, Associate Professor of Higher, Adult, and Lifelong Education
Michigan State University

Christina J. Lunceford, Professor of Education
California State University, Fullerton

In 1997, the Office of Management and Budget revised guidelines for treatment of racial and ethnic data, adding a requirement to allow respondents to indicate more than one race and mandating a change in all federal data collection and reporting by January 1, 2003. Nearly 2 years after the deadline for implementation, however, higher education institutions had not yet been required by the National Center for Education Statistics to make the change. This article discusses the policy context for collecting and reporting data on student race and ethnicity in higher education and challenges created by the addition of the multiple race option. This article describes the current status of postsecondary racial/ethnic data collection, predicts challenges in aggregating and bridging data, and makes recommendations for policy and practice.

Read the entire article here.