Mixed Race Studies

Designing Afro-Latino Curriculum for Self-Determination

Zambombazo
2015-10-23

Zachary & Betsy Jones

Introduction

During the 2015 Afrolatino Festival of New York in a panel discussion on the contextualization of blackness, William Garcia briefly mentioned working to implement Afro-Latino curriculum in schools, which greatly intrigued us. Thus, we reached out to him to learn more. His amazingly detailed and extensive response, published below, recommends “looking for solidarity between oppressed people in the United States but also involves questioning African American and Latino nomenclature”. Prior to beginning, it is noteworthy that William Garcia describes these topics as “difficult conversations”. Thus, we encourage critical analysis, respect, and “productive dialogues with parents, students, communities, family members, and friends”, perhaps along with cultural resources from our Afrodescendent Population in Latin America unit.

Designing Afro-Latino Pedagogy for Self-Determination (by William Garcia)

“American Negro must remake his past in order to make his future.” —Arturo Alfonso Schomburg (1874-1938)

With an increased media attention to police violence there is an emergence of educators utilizing Black Lives Matter as a movement to create and develop curriculums of social justice (Rethinking Schools 2015). The recent article “Black Students’ Lives Matter: Building the school-to-justice pipeline” (2015) posits:

For the past decade, social justice educators have decried the school-to-prison pipeline: a series of interlocking policies—whitewashed, often scripted curriculum that neglects the contributions and struggles of people of color; zero tolerance and racist suspension and expulsion policies; and high-stakes tests—that funnel kids from the classroom to the cellblock. But, with the recent high-profile deaths of young African Americans, a “school-to-grave pipeline” is coming into focus.

But yet what does it mean to be black in the United States? Am I as an Afro-Latino allowed to call myself Black? Who gets to be African American?…

…Fixed categories of blackness do not allow Afro-Latinos to identify and explore their identities, which creates an invisibility of how policy, especially in the realm of education, has not been developed to attend to their academic needs. There is a need to redefine what it means to be black in this country [Editor’s Note: See Soulville Census: Learning about the Nuances of Blackness]. Essentialist forms of blackness in the U.S. make it difficult for students to relate to the way that we can understand race critically and politically as well as teaching in ways that are culturally relevant for them….

Read the entire article here.

Panel talks multiracial identity in academics

The Michigan Daily
2015-10-27

Alexa St John, Daily Staff Reporter

According to a 2015 Pew Research Center report, 6.9 percent of all Americans 18 and older identify as multiracial. According to the University’s Office of the Registrar, last year, just over 3 percent of students identified as two or more races.

A panel of University faculty met Monday night to discuss how multiracialism influences academic work for the first of their yearlong series dedicated to discussing the multiracial experience.

“We were really hoping to create a sense of community,” said Karen Downing, the University Library’s head of social sciences and the education liaison librarian. “This is a population that is often hidden because we don’t walk around with signs on us saying we’re multiracial. It’s hard to connect sometimes with other multiracial people.”…

Read the entire article here.

Global Families: A History of Asian International Adoption in America

New York University Press
October 2013
244 pages
17 halftones
Cloth ISBN: 9780814717226
Paper ISBN: 9781479892174

Catherine Ceniza Choy, Professor of Ethnic Studies
University of California, Berkeley

In the last fifty years, transnational adoption—specifically, the adoption of Asian children—has exploded in popularity as an alternative path to family making. Despite the cultural acceptance of this practice, surprisingly little attention has been paid to the factors that allowed Asian international adoption to flourish. In Global Families, Catherine Ceniza Choy unearths the little-known historical origins of Asian international adoption in the United States. Beginning with the post-World War II presence of the U.S. military in Asia, she reveals how mixed-race children born of Japanese, Korean, and Vietnamese women and U.S. servicemen comprised one of the earliest groups of adoptive children.

Based on extensive archival research, Global Families moves beyond one-dimensional portrayals of Asian international adoption as either a progressive form of U.S. multiculturalism or as an exploitative form of cultural and economic imperialism. Rather, Choy acknowledges the complexity of the phenomenon, illuminating both its radical possibilities of a world united across national, cultural, and racial divides through family formation and its strong potential for reinforcing the very racial and cultural hierarchies it sought to challenge.

Contents

• List of Illustrations
• Acknowledgments
• Introduction: International Adoption Nation
• 1 Race and Rescue in Early Asian International Adoption History
• 2 The Hong Kong Project: Chinese International Adoption in the United States in the 1950s and 1960s
• 3 A World Vision: The Labor of Asian International Adoption
• 4 Global Family Making: Narratives by and about Adoptive Families
• 5 To Make Historical Their Own Stories: Adoptee Narratives as Asian American History
• Conclusion: New Geographies, Historical Legacies
• Notes
• Bibliography
• Index
• About the Author

Black Mexico: The African Roots in Mexico

Western Connecticut State University
Student Center Theater
181 White Street
Danbury, Connecticut
Wednesday, 2015-10-28, 10:50 EDT (Local Time)

Gloria Arjona, Lecturer in Spanish
California Institute of Technology, Pasadena

In Celebration of Hispanic Heritage Month

Dr. Gloria Arjona, a lecturer at CalTech Pasadena and University of Southern California, will present a live music and multimedia lecture about “Black Mexico: The African Roots in Mexico” at 10:50 a.m. in the Student Center Theater on the WCSU Midtown campus, 181 White St. in Danbury. This Hispanic Heritage Month event will be free and the public is invited.

B. Iden Payne Awards 2015 Winners and Nominees

B. Iden Payne Awards
Austin, Texas
2015-10-26

Below are the nominees for the 2014-2015 theatrical season.

THEATER FOR YOUTH: 2014 – 2015  Season

Outstanding Production

Winner: Am I White / Salvage Vanguard Theater

Outstanding Direction

Winner: Jenny Larson / Am I White, Salvage Vanguard Theater

Outstanding Lead Actor

Winner: J. Ben Wolfe (Wesley Connor) / Am I White, Salvage Vanguard Theater

Outstanding Featured Actor

Winner: Michael Joplin (Ryan) / Am I White, Salvage Vanguard Theater

Outstanding Original Script

Winner: Adrienne Dawes / Am I White, Salvage Vanguard Theater

Read the entire Winners and Nominees list here.

Blackness and Mestizaje in Mexico and Central America

Africa World Press
2013
176 pages
ISBN: 978-1592219339

Edited by:

Elisabeth Cunin, Sociologist
Institut de Recherche pour le Développement, France

Odile Hoffmann, Geographer
Institut de Recherche pour le Développement, France

American configurations, because of their originality, force us to adopt plural visions, toward the margins, with particular emphasis on situations of mixtures and ambiguous categories (Afro-indigenous, creoles, mestizos), multiple belongings (national and transnational), or seemingly contradictory practices (black culture without black people, mobilization without ethnic claims).

Beyond the ideal of a homogenized citizenship produced by mestizaje, there are complex social dynamics based on difference and indifference, stigmatization and fascination, homogenization and othering. We believe that mestizaje is not only a “myth” and multiculturalism a “challenge” to it. The essays in this book investigate the different processes of racialization, ethnicization, and negotiation of the belongings that characterize mestizaje as multiculturalism.

Multiracial Teens Talk About Their Identity Rip Tides

Women’s eNews
2015-10-27

Stephanie Geier, Teen Voices for Women’s eNews

The pressures and rejections come from within, from peers, from different sides of their families. “No matter how hard I tried I was always too white for the black kids and too black for the white kids,” says one girl. The second in a three-part series on multiracial teens.

WOODSIDE, N.Y. (WOMENSENEWS)–In middle school, Allyson Gonzalez thought befriending white girls would stop the other Brooklyn public school students from teasing her about her thick eyebrows and hairy arms.

However, her new friends acted outright, “horribly” racist to certain students. Gonzalez went along with them, but would be nice to the other students in private. After witnessing this behavior, she then decided “if anything was bad, it was being white.”

Now a college freshman at Hunter College, Gonzalez, who is German, Irish and Puerto Rican, identifies as a “multiracial white-Hispanic woman.” She blames “social pressure” for the delayed acceptance of her mixed background, she said in an email interview.

Young people who are multiracial are four times more likely to switch their racial identity than to consistently report one identity, sociologists Steven Hitlin, J.Scott Brown and Glen H. Elder found in their 2006 research, cited by sociologists Kerry Ann Rockquemore, David Brunsma and Daniel J. Delgado in their 2009 piece published in the Journal of Social Issues.

This is part of the multiracial “journey,” according to freelance writer Hannah Gomez, who also works with the advocacy organization We Need Diverse Books. In her 2013 paper “This, That, Both, Neither: The Badging Of Biracial Identity In Young Adult Realism,” she combined evidence from modern fiction and scientific research to identify a three-step process in multiracial identity development. First, individuals are confronted with a situation causing them to reject one side of their race. They then seek a community that does not pressure them to disconnect with one of their sides. Finally, they achieve a sense of empowerment that successfully leads to identifying with a mixed label.

“Structural, systemic racism says that people must be easily defined and sorted into groups, and race is an easy way to do that,” said Gomez in an email interview.

While she added that no one needs to embrace all of her background, individuals are often told to embrace just one, resulting in “a lot of undue stress.”…

Read the entire article here.

Brilliant Ideas: Artist Ellen Gallagher

Bloomberg Business
2015-09-14

“Brilliant Ideas” looks at the most exciting and acclaimed artists at work in the world today. On this episode, Ellen Gallagher talks to Bloomberg. (Source: Bloomberg)

Alumna and author Danzy Senna visits high school

The Sagamore: Brookline High School’s student newspaper
Brookline High School, Brookline, Massachusetts
2015-09-29

Sam Klein, Valentina Rojas-Posada and Sofia Tong

Danzy Senna, alumna and author of junior and senior summer reading book Caucasia, came to the high school today for a day of discussions with students and faculty.

Senna, who went to Stanford University and has published two novels, a memoir and a short-story collection said she was very fond of her experiences at the high school.

“I had a very wonderful time here, I was just saying that a lot of the identity that led me that to write this book was formed here,” Senna said.

She had a discussion with the students in A-block classes African American Studies and African American and Latino scholars. She also spoke at an assembly with juniors and seniors during T-block, held a writing workshop and discussion for seniors in Craft of Writing classes during C-block and had a discussion with English teachers during first lunch.

Exclusive Q&A with Senna

What was it like coming back to the school?…

…A-block:

The A-block meeting was held in the MLK room. Senna created an informal environment, joking back and forth with Associate Dean Melanee Alexander and social studies teacher Malcolm Cawthorne while students laughed. Both Alexander and Cawthorne went to the high school with her, and they talked about how their experiences differed from current students. Senna also talked about how inclusive her group of friends at the high school was.

“I had a group where I did not have to choose, where my blackness and mixedness was welcomed and I thrived,” she said.

Senna asked questions about the community at the high school, and whether there were cliques, gangs, or fights. She told a story about a fight she was in while at the high school, going into detail about a black fraternity that had started and how she was involved…

Read the entire article and interview here.

Rescuing Discarded Images of Everyday Black Life

The New York Times
2015-10-20

David Gonzalez, Side Street Columnist

Who throws away family photos? How do faded, blurry squares that chronicled weddings, ballgames and goofy moments at home end up abandoned, tossed to the curb or in boxes bought sight unseen at storage auctions?

Zun Lee has been wondering about this ever since he stumbled upon a dozen Polaroids scattered on a Detroit sidewalk. He had gone to Motown as part of his work on “Father Figure,” his book about African-American fatherhood. The sight of those images — children playing in a yard — stopped him. He asked around, but no one knew who was in the pictures. And while someone didn’t want these images, Mr. Lee did: They showed an ordinary beauty. Their fate hinted at hard times. Yet, in a frozen moment, they showed their subjects with love.

Mr. Lee was hooked. He started to haunt flea markets, yard sales and eBay in search of more of these images, to the point that he now has some 3,500 of them, ranging from the 1970s through the 2000s. Taken in a time before Instagram or Everyday Black America, they accomplish the same thing: to show African-American life as it was lived…

…The idea itself is also, for him, a response to how African-American communities have been depicted, something he cares about as the son of a Korean mother and an African-American father. Tired of the conventional wisdom that African-American fathers were absent, he set out to show a contrary reality. Similarly, his interest in collecting family pictures and turning them into a project was a response to “Found Pictures in Detroit,” a project and book by two Italian photographers who also showcased discarded images, with many of them showing crime scenes, suspects and victims…

Read the entire article and view the slide show here.