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Showing posts with label race. Show all posts
Showing posts with label race. Show all posts

Saturday, November 8, 2014

Almost All Aliens: Immigration, Race and Colonialism in American History and Identity



Book Description from Amazon:

"Almost All Aliens offers a unique reinterpretation of immigration in the history of the United States. Leaving behind the traditional melting-pot model of immigrant assimilation, Paul Spickard puts forward a fresh and provocative reconceptualization that embraces the multicultural reality of immigration that has always existed in the United States. His astute study illustrates the complex relationship between ethnic identity and race, slavery, and colonial expansion. Examining not only the lives of those who crossed the Atlantic, but also those who crossed the Pacific, the Caribbean, and the North American Borderlands, Almost All Aliens provides a distinct, inclusive analysis of immigration and identity in the United States from 1600 until the present."

Paul Spickard teaches history at UC Santa Barbara. Educated at Harvard and Berkeley, he is the author or editor of more than a dozen books on race, immigration, and related subjects.

For additional information and classroom resources please visit the Almost All Aliens companion website at routledge.com/textbooks/almostallaliens



Friday, August 2, 2013

Black Like Me (Book Review)



Can you ever really understand someone of a different race?

Book Reviewed: Black Like Me


Rating: 5.0/5.0 stars

Pros: It is a classic in every sense of the word.

Cons: Not found


What does it mean to be a person another race?
The answer to the question would lead John Howard Griffin on a journey through a side of America he had never known about. All he had to do was darken his skin.

John Howard Griffin, writer and former Army medic was baffled and confused by the lack of progress on the “race question” in America. Why didn’t everyone get along? Why did it seem like the world of White Americans and Black Americans so different even though they lived in the same country?

Mr. Griffin set out on an experiment to find out the answer. With the help of a doctor, lamps and creams, John Howard Griffin transformed himself from a White journalist and writer to a Black person. (He also shaved his hair.) He didn’t change anything else that one might consider aspects of a race like language, clothes, or mannerisms. At that point, he learned just how fluid the concept of race is.

Once he began the experiment, Griffin detailed his experiences (both internal and external) as he tried to navigate through his new world. Griffin was unprepared for the response that he got. As a Black man, Griffin was denied service at check-cashing stations, was forced to move to back of the bus, was verbally harassed, and even chased down by a group of young boys. He had to learn as quickly as he could, the unwritten code of race relations in the South where he was traveling including which restrooms were open for “Colored” people, which hotels he could stay in, and how much eye contact he could have with White people. In short, he got to see a side of America that he thought never existed. He saw a side that demeaned Black women and crippled Black men. The experience left him increasingly angry and hopeless at time.

Griffin was not content, though, to just darken his skin. Griffin did various little mini-experiments and traveled to different areas to see the types of responses he would get. He put himself boldly in situations that allowed him to see how White and Black people would react. For example, Griffin would darken his skin for a little bit and then remove the creams and shading to note the differences in response. He traveled to Mississippi to get a deeper experience into a place where he felt prejudice was incredibly strong.

The negative experiences Griffin faced, though, with the new understanding and help he received from the Black community in learning how to navigate this unwritten “race relations code”. He was able to hear from Black men and women about their unrestrained thoughts on race relations. He was able to get to go beyond the stereotypes to see the actual human beings behind them. As a result, he gained a whole new respect and understanding of the race relations as it was back in the 1960’s. Sadly, a lot of the same issues Griffin describes are still with us forty years later.

Upon completion of the book, Griffin became a sort of celebrity, both in a good way and bad. He became a best-seller, but he also became a hated figure in his community and local areas around the South. An effigy of him was burned in his town and he received letters of threats in the mail. On the other hand, he became an increasingly sought after lecturer and speaker, continuing to write on a variety of topics (social justice, religion, blindness, etc.) all the way up to his death in 1980.

Commentary
John Howard Griffin‘s “Black Like Me” is a classic for a lot of reasons. It features an interesting mix of journalistic writing mixed in with personal reflections and commentary. Griffin’s work also portrayed a really vivid and detailed snapshot of his world at the time in incredible detail. Griffin, in journalistic mode, is able to capture the smallest details from a glance to something larger, like a plate of food. He balances this with a grace and respect for the humanity. “Black Like Me” is not just a series of journal articles about an experiment. It is an exploration into American society and its views on race, poverty, social class, human nature, and faith.

To me, though, the greatness of John H. Griffin’s book is his openness to vulnerability. Griffin accepted the fact that he could die on his experiment, yet he had to go through with it. He risked being misunderstood (he was), being criticized and mocked (he was), because he felt that only through this experiment would he be able to get some answer to his question. As a person born in the category of White American, he could never fully comprehend the totality of the Black experience in America, but he didn’t have to. Suffering doesn’t require full participation in order for you to feel it and be forever changed. That experience temporarily crossed the barriers that are still evident in our society today. By opening himself up to such vulnerability, he grew wiser and stronger as a human being.

Let us hope that one day we can one day express the strength that he did.


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Sunday, July 21, 2013

Three Stages of Understanding Race



Untitled by Elisa Castro
Here are the three stages of understanding race, simplified. 

1. In biology we are taught - race is biological
2. In sociology we are taught - race is a social and demographic construct
3. Maturity - call race what you want, but note that when our interpretations confront the world, we need to get real. We have real communities to grow up in, and serious racial issues to tackle. 

Racism 
Privilege 
* Stereotyping / Prejudice / Profiling
Xenophobia / Hate crimes
Segregation / Desegregation  
* Integration / Immigration 
Pluralism / Intersectionality / Community
* Affirmative Action / Reparations
* Prison Industrial Complex / War on Drugs / Stop-n-Frisk / New Jim Crow

The Nature of RaceAuthor of The Nature of RaceNew York University sociology professor Ann Morning, Ph.D., speaks at the Baker Institute about how scientists influence ideas about race through teachings and textbooks.



Bob Marley - War | No More Trouble
Bob Marley is of mixed race (African-Jamaican / English-Jamaican).


Monday, January 2, 2012

How to Raise a 'White' Child

Glenn Robinson (that's me)

There's a new book by Tiffany Rae Reid about how to raise a 'biracial' child which got me thinking what a book would say about raising a 'mono-racial' child.

Society would label me 'mono-racial' despite the fact that I don't believe in the notion of pure 'races', nor the notion of biological 'races'.

I had to decipher my own identity as an adult.

I was not taught why 'white' became a racialized term; that 'races' were invented to divide humans politically and in turn justify theft of land and resources, and justify slavery and oppression.

I was not taught the difference between 'white' culture and 'white' phenotype; that any phenotype can have 'white' culture; that 'white' culture actually means European culture.

I was not taught to embrace the term European-American. I was not taught to recognize my foreignness in the Americas. I was not taught that I am a guest in the Americas; that I am descended from families of invaders who used their technology (guns) to bully their way and murder their way onto Native American territory.

I was never told that I had the option (or even better - the responsibility) to reject the 'white' label for what I really am, a European American living on Native American land.


===

Glenn is a European-American married to a Mexican-American. They have two children. Glenn is interested in progressive immigration reform, and desegregation within schools and communities. He is a life long learner with interests in sociology, anthropology, psychology, history and politics.
Connect to Glenn at CommunityVillage.us

Teaching Children To Respect One Another


Has anyone seen research where the researcher asks children, instead of a closed ended question like "Who is the smart one" but instead "Are all phenotypes equally nice and equally smart?" (Children may not know what a phenotype is but that creates a good opportunity to explain that a phenotype is only skin deep). Children can then be asked to explain their answer and where they learned their knowledge or stereotypes. Maybe they learned it from TV, radio, friends, students, family or even their parents.

This is the deeper dialog I would like to hear in grade school. Before children form all sorts of biases - adults should help them understand what a stereotype is and why stereotyping is wrong.

If it's found that a parent is teaching hate shouldn't that parent have a "Come to Jesus" intervention?  Isn't it better to stop hateful teaching before it grows into another hate crime?  




CNN's full story here


===

Glenn is a European-American married to a Mexican-American. They have two children. Glenn is interested in progressive immigration reform, and desegregation within schools and communities. He is a life long learner with interests in sociology, anthropology, psychology, history and politics.
Connect to Glenn at CommunityVillage.us

Friday, December 30, 2011

Migration Creates Races


Black People Created White People



Africans Created Mexicas



Asians Created Native Americans 


Sunday, July 10, 2011

"Race", Culture, Ethnicity. What's the difference?

The terms "race"*, culture and ethnicity used alone are confusing. To clarify we should add a modifying word. These modifiers in italics illustrate how we can sharply clarify our meaning.


biological "race"
vs
socio-political "race"


cultural heritage: the culture that our ancestors gave to us
vs
cultural group: the cultural that we are grouped into now, today


ethnic heritage: the combination of biology and culture from our ancestors
vs
ethnic group: the combination of biology and assimilated culture we have now, today


Why the quotation marks around "race"?
I use quotation marks around the word "race" because there has always been
controversy over how many biological "races" exist. Is "race" supposed to be a broad category of people or a narrow category of people? There is so much controversy and confusion with "race" as to invalidate the effective meaning of the word. Furthermore, many anthropologists do not believe in biological "race". See the NOVA article: Does Race Exist? and the PBS article 10 Things You Should Know About Race.


Scientifically Speaking
cline and haplogroup are broad categories
haplotype, genotype and
phenotype are narrow categories


Why should I be concerned about using the term race?
The traditional five "races" do not describe the true variety of human kind. Furthermore, grouping people into "races" is dehumanizing and akin to thinking of people as breeds. Even if we are "breeds", mutts and pedigrees, none of us want to think of ourselves in those terms. The outdated concept of biological "race" has lead to racism and colorism, both of which
still exists. In order to move away from these biases and to keep our humanity and dignity we should label ourselves "human" and avoid the divisive and outdated term "race".

Why would it be okay to use the scientific words for race?
It makes more sense to use the scientific words because it acknowledges the complexity or our differences without oversimplifying our reality. i.e. the way the one drop myth has oversimplified the complexity of our mixedness.


Chart from
J. D. McDonaldTo see what each haplogroup looks like click the "Genetic Markers" button at the bottom of https://genographic.nationalgeographic.com/genographic/lan/en/atlas.html

See that little gene below? Well, one physical change from that one gene (let's say green eyes) creates a haplotype of a green eyed person. All the green eyed people together are a haplogroup of green eyed people.




Tuesday, June 28, 2011

What is race?


When attempting to describe biological "race" we need to include the concepts of phenotype, cline and our vast family tree roots.

phenotypethe set of characteristics of a living thing, resulting from its combination of genes and the effect of its environment

cline: a series of similar items in which each is almost the same as the ones next to it, but the last is very different from the first

family tree roots: We each have over a million ancestors counting back only 20 generations. As the roots expand they cover a larger geographic area.

Many anthropologists don't believe in the controversial concept of biological "race", rather they understand the facts of biological phenotypes and clines.

Thursday, August 12, 2010

American Brainwash


If you grew up in the U.S. - do you feel the history you were taught was incomplete?

In kindergarten I learned the song "This land is your land..."

The song made me feel like the whole U.S. was for everyone. The song doesn't mention the land was occupied for 40,000 years before the English arrived.

In fourth grade I learned the history of the U.S. trafficking humans from Africa. I didn't learn in grammar school that in America there were many white slaves called indentured servants. I also didn't learn in grammar school that indigenous native American's were sold as slaves.

Another area I was mis-lead is that the U.S. government uses the term "Indian" for people who are not Indians, but indigenous Native Americans. The reason our government and our society has decided to call indigenous Native American's "Indians" is because if the correct term term was used, the non-indigenous would constantly be reminded that this land was stolen from the original owners.

We are bombarded with the term 'race' as if there are just 3 races (or 4, or 6 or 30) in the world and everyone can check a box to fit into one of those categories.

Here's the poetic truth: There is one race - the human race.

Here's the scientific truth: There is one human species - the human species.

Here's the anthropological truth: There are no races - only clines.

What is a cline? It means subtle variations. In this case it means subtle variations based on geographic differences within a species.

What important information do you feel was missing in your childhood education?

Panda Color

by Glenn Robinson

This is a script for my Panda Color video.
The final production went off script.

===

I was showin' my brother a cool Def Poetry video on YouTube and he says "Eh, I'm not feelin it." Then he says: "Glenn, I've noticed that you seemed to be attracted to things that are --- non-white."

Yeah, and your point is?

{Transition}

My wife told me that I only married her because she is Mexican.
What!? That hurt my feeling.
I said to her, "If you want to over simplify -- I married you because you're not white."
Like my friend said:
"You know what the problem with white people is? Lack of pigmentation."

When I was a kid a liked three things

Number 1: Black and White animals
Number 2: Half and half swirled ice cream cones.
Number 3: One stuffed animal.

My brother is wrong. I do like white things.

Number 1: I like milk ... with coffee
Number 2: I like rice ... with soy sauce.
Number 3: I like vanilla... chocolate chip icecream ... with chocolate syrup.

When we were at the gift shop at the San Diego Wild Animal park -- I was curious to know if my daughter would like the cute little stuffed panda the way I did. She didn't. She looked through all the lions, tigers, bears, birds, snakes, and picked... a quail.

I guess brown and gray are the new black and white.

What did you like when you were a kid - and still like now?



===

Glenn is of the Irish, German, Dutch, English and Austrian diaspora. He is taken - by Charo - who is of Spanish and Amerindian heritage. They have two children (made in California). Glenn documents oppression; connect communities; and likes sociology, anthropology, psychology and history.

Connect to Glenn at CommunityVillage.us

Tuesday, June 29, 2010

What Creates Our Identity

Chart by Glenn Robinson of CommunityVillage.us  -- click to enlarge


Charts to assist those who ask 
"What are you?"
and
"What am I?"


Chart by Charo Robinson

Make your map free at bubbl.us



Our identity is made up of our culture, our nature and our self. 



"There are no races, there are only clines."
-Frank Livingstone, anthropologist


It has been illegal for the government of France to collect data on ethnicity and race since 1789.
However, civil rights lawyers in the U.S. use 'race' data to prove discrimination. 
Colors are not races.
People are Tints and Shades of flesh color.
Original photo from National Geographic.

If there were black and white people, their offspring would be grey.
"Citing Blumenbach by name, Emerson agrees that races shade into each other imperceptibly."
-Nell Irvin Painter, The History of White People
The 'race' check boxes are not derived from physical science, but from political science with an underlying ideology of exclusion.
Makeup from brushesbykaren




Hair from headkandy
In 1997, the American Association of Physical Anthropologists urged the American governmnet to phase out the use of race as a data category and to substitute ethnic categories instead. Geneticists studying DNA ... were also concluding that race as a biological category made no sense. --Nell Irvin Painter
Some chapters from the book "Modernizing the U.S. Census"
Modernizing the U.S. Census
Modernizing the U.S. Census
Modernizing the U.S. Census
YouTube response explaining One Human Race

Here is the information I could not find on the US census website. The answers to the questions: How many 'race' categories does the US feel are worthy of recognizing? Why has the US been collecting data on race and ethnicity? How is the data used?

From the webpage:

A Brief History of Census “Race”

Changes in “Racial” Categories

A problem faced by the census today is that many Americans no longer take the “race” question seriously. This is a consequence of the 1960 switch to self-reporting. Having opened the door to self-classification, the bureau has been unable to stop millions of Americans from checking off the “other” category and filling in “human,” or something equally frivolous or non-racial. To discourage such lack of cooperation, the bureau has threatened criminal prosecution of anyone who fails to choose a government-approved “race.” From 1790 to 1880, the census recorded only “color,” not “race.” The word “race” first appeared in the census in 1900. From 1900 to 1940, the census asked each person’s “color or race.” In 1950, the word “color” was dropped and the census asked only for the person’s “race”. In 1970, “color” made a brief comeback. The census asked each person’s “color or race,” as in the 1900-1940 period. This was the last census to use the word “color.”

Changes in Stated “Racial” Goals
The earliest mention of the need to classify free Americans by “race” was in the late 17th century, long before the census (or the nation) was founded). At that time (1691-1723), the reason given was that: (1) Racial classification was necessary to prevent intermarriage, (2) Intermarriage had to be prevented to stop the birth of Americans of mixed Euro-Afro ancestry, (3) The existence of mixed-ancestry Americans would enable alliance between European and African involuntary forced laborers, and (4) Such alliance would overthrow English rule and turn colonies into free maroon communities.[19] In fact, Latin American colonies encouraged intermarriage (and consequent mixed-ancestry colonists) and yet were not overthrown. In the 1830s, as a consequence of the Nat Turner incident, free African Americans came to be seen as a threat. The justification for “racially” classifying Americans on the census was to prevent African-American migration to the free states. Several Midwestern states’ constitutions forbade African-American immigration.[20] In fact, no evidence ever emerged that free African Americans were a threat. In the 1850s, intermarriage was believed to produce mentally defective offspring. Census “scientists” published findings that mixed-ancestry children were usually born retarded or insane. And so, the justification for “racially” classifying Americans on the census was to prevent intermarriage and thus protect public health.[21] In fact, even cursory examination of the data shows it to be falsified, since many communities reported more insane mixed-race individuals than their entire population. In the Jim Crow era (1900-1965), the elites in power argued the importance of preserving “White racial purity.” The justification for “racially” classifying Americans on the census was that it helped to prevent contamination of the White “race.”[22] In fact, liaisons between White males and Black females were encouraged while the reverse was often punished with death by public torture.[23] Since 1970, U.S. society has tried to atone for slavery and the state-sponsored terrorism of the Jim Crow era by enforcing laws, regulations, entitlements, policies, and practices that favor African Americans. Since that time, “racially” classifying Americans on the census has been justified on the grounds that such classification is needed in order to fight “racism.”[24] In fact, no “anti-racist” or civil rights federal regulation or law enforcement over the past 30 years has ever used census data.[25]
Multiracialism In America - Jane Junn

Choose one or more: ☐ Mixed ☐ Other ☐ Unsure ☐ Don't know ☐ None of your business
Snoop finds out what percentage of Native American, European and African he is.

Should I stop using the word "race"?
Unless you are a physical anthropologist, or discussing the word itself, the word 'race' should be avoided.
Replace the word 'race' with ethnicity. True, the meaning is different, but conversations about human differences usually revolve around ethnic differences.
The term 'race' equates to the noun 'breed'. Humans do not want to be thought of as breeds.  -getgln Nell Irvin Painter Professor of American History, Princeton Speaking about the History of White People
Using the term 'race' runs the risk of sounding uneducated, and worse, the risk of sounding racist.
NYTimes.com - Being Multiracial in America‬

Mixed‬ Listen at 3:20

Learn More about 'race' and ethnicity at understandingrace.org