Mixed Race Studies

ENGL 490: Multi-Ethnic and Mixed-Race Identities in Literature and Film

University of British Columbia
Winter 2011

Glenn Deer, Assistant Professor of English

This course will examine literary and selected filmic representations of interracial and inter-ethnic identities, mixed-race relationships and intermarriage, and bicultural communities in comparative national and international contexts. We shall be especially concerned with the ways in which North American literature and cinema challenge dominant constructions of community identities in terms of ethnic and racial categories. (We will also look at one British film by Mike Leigh.) We will consider such pertinent issues as the problems of identity formation and voice in mixed-race communities, the politics of multiculturalism, and the history of attitudes towards racial boundary crossing.

THEORY (Selections from the following to be available as a custom course packet at the UBC bookstore.)

1. David Parker and Miri Song, eds., Rethinking ‘Mixed Race’ (Pluto 2001)
2. Les Back and John Solomos, eds., Theories of Race and Racism: A Reader (Routledge 2000)
3. Martha Hodes, ed., Sex, Love, Race: Crossing Boundaries in North American History (New York UP 1999)
4. Robert Young, Colonial Desire (Routledge 1995)

Required readings will include the following:  We will usually consider one literary work or a film alongside a relevant critical article or chapter each week.

1. Canadian multiracial writing
   • Maria Campbell, Halfbreed (M&S 1973)
   • Marty Chan, Mom, Dad I’m Living With a White Girl (NeWest 2000)
   • Sky Lee, Disappearing Moon Cafe (Douglas and McIntyre 1990)
   • Fred Wah, Diamond Grill (NeWest 1996)
   • Lawrence Hill, Black Berry, Sweet Juice (Harper Perrenial 2002)
   • Carol Camper, ed., Miscegenation Blues (Sister Vision 1994) [Selections]
2. American multiracial writing
   • Gish Jen, Mona in the Promised Land (Vintage 1996)
   • Nella Larsen, Passing (Penguin 2000)
   • James McBride, The Color of Water (Riverhead 1997)
   • Sigrid Nunez, A Feather on the Breath of God (HarperCollins 1994)
   • Chang-rae Lee, Native Speaker (Riverhead 1995)
3. Canadian, American, and British Films
   • Spike Lee, Do The Right Thing and Jungle Fever
   • Mina Shum, Double Happiness
   • Mike Leigh, Secrets and Lies
   • Anne Marie Nakagawa, Between: Living in the Hyphen
   • Others TBA and guided by student preferences

Course requirements:

• An oral presentation
• a prepared response to a classmate’s oral presentation
• a seminar essay
• regular participation in the class discussions

ENGL 487: The Mulatto in American Fiction

Kenyon College, Gambier, Ohio
Fall 2004

Jené Schoenfeld, Assistant Professor of English

The mulatto balances precariously on the razor-thin edge of the color line between black and white. In the antebellum era, the mulatto’s proximity to whiteness made the mulatto an attractive object for Abolitionist sympathy. In the Jim Crow era, that proximity made the mulatto a threat to the security of white privilege. In our present moment, this figure has all but disappeared, though it seems to be re-emerging in a new form with Tiger Woods, Cablinasian, and Vin Diesel, “multiracial movie star.” This course will explore representations of the mulatto in American fiction and culture. In addition to reading some great works of literature, by authors such as William Faulkner, Nella Larsen, Charles Chesnutt, and Mark Twain (to name only a few), we will use our discussions about the trope of the mulatto to consider some of the more perplexing theoretical issues concerning race in America. We’ll begin with concerns generated specifically by the mulatto, such as: passing (the “problem” of the racially ambiguous body), racial allegiance, biological determinism (nature/nurture), hybrid degeneracy, and the mulatto’s “tragic” marginality. From there, we’ll move to the big questions, including, but not limited to: What is race? What is its determining factor: physical features, ancestry, culture? Can it be chosen or rejected? The course will concentrate on fiction of the Jim Crow era, a period of particularly intense struggle over the significance of race, but may also draw on other disciplines, such as science and law, and other historical moments. This course fulfills the post-1900 requirement. It can be used to fulfill requirements in African Diaspora Studies. Prerequisite: permission of instructor.

AAS 310: Mixed Race And The Media

University of Texas, Austin
Center for Asian American Studies
Spring 2012

Alexander Cho, Assistant Instructor

What is “race,” and what does it mean to be “mixed”? How is mass media responsible for channeling fears, desires, and anxieties about “mixed” bodies? Why are “mixed race” bodies suddenly desirable and chic? Can one exist in two or more categories at the same time? How do people think of “mixedness” in the U.S., and how is it different in the Caribbean, Mexico, and Brazil? Why do people care so much? Why do categories matter? Isn’t everyone “mixed” somehow? Where do you fit in?
 
This course will give students the tools to critically respond to these questions via a comparative, historically situated study of the representation of “mixed-race” people in popular media. Major attention will be paid to special concerns for Asian American populations; it includes substantial attention to African American and Latino populations. Chiefly U.S.-centered, but with a large transnational comparative component analyzing “mixed” racial formation in: North America, Latin America, Caribbean, Brazil.

CLS 413: Comparative Studies in Theme: Generation, Degeneration, Miscegenation

Northwestern University
Winter 2012

César Braga-Pinto, Associate Professor of Brazilian Studies

In this seminar we will discuss how and why late 19th-century and early 20th-century fiction often represented a crisis in models of biological reproduction. We will investigate how anxieties regarding miscegenation and degeneration impacted this three-part pattern:

(1) the “family romance” in Latin America (and elsewhere); (2) the  so-called generative crisis in the turn of the century; (3) the homosocial, “horizontal” forms of association or affiliation that were evoked to compensate the crisis in the generative model. We will also consider the meanings of the term “generation” as a form of “affiliation” in multi-racial societies such as Brazil.

Although we will focus primarily on Brazilian fiction, the approach will be comparative (hemispheric and/or transatlantic), and final papers may focus on U.S., Latin American, European, African or other post-colonial literatures (primarily from the period 1850’s-1930’s).

Class Materials:

• José de Alencar (Iracema, 1865)
• Aluísio de Azevedo (O Mulato, 1881)
• Adolfo Caminha (O Bom Crioulo, 1895)
• Machado de Assis (Dom Casmurro, 1899)
• Lima Barreto (Clara dos Anjos, 1922)
• José Lins do Rego (Doidinho, 1933; Banguê, 1934)
• Graciliano Ramos (São Bernardo, 1934)
• Gilberto Freyre (The Masters and the Slaves, 1933)

ALL WORKS ARE AVAILABLE IN ENGLISH TRANSLATION.

Secondary sources may include works by Doris Sommer, Edward Said, Franz Fanon, Eve Sedgwick, Judith Butler, Roberto Schwarz, Silviano Santiago and Jacques Derrida.

ENG 215: Beyond Black and White: Exploring “American” Identities

Saint Joseph’s University
Philadelphia, Pennsylvania
2011-2012
 
What does race mean in contemporary writing? How does it intersect with social class? What does it mean to be “multiracial” or “biracial”? What does it mean to be “American”? This course considers a variety of writing that explores multiracial identity and its intersections with social class. The course may include particular attention to recent immigrants to the U.S. and their experience of race and class, as well as reflections on Native peoples and their encounters with Anglos. This course may periodically be offered as a first-year seminar.

ASEM 2535: The Multiracial Individual

The Womens College, University of Denver
Fall Quarter, 2011

Arthur C. Jones, Clinical Professor and Chair of Culture and Psychology

From the beginning of its history, the United States has always been a place where bi-ethnic and bi-racial romantic alliances have been common, producing children with multi-ethnic and multi-racial roots. This was inevitable in a country that evolved as an international “melting pot,” including Native American peoples, enslaved Africans, and successive waves of immigrants and refugees from around the world. Yet, it was not until the year 2000 that the U.S. Census included a category that allowed respondents to indicate a bi-racial or multi-racial heritage/identity. This course will explore the historical racial tensions in the U.S. that have made it difficult to acknowledge the reality of multi-racial peoples in its midst, and will trace the trends in culture and national consciousness that made it possible for a change to occur in the 2000 Census. We will survey the varying ways in which multiracial people have been regarded by the larger society in different social contexts, as well as the ways in which the sociological, psychological, and political dynamics of multiracial identity have changed over time, and have impacted the experience of multiracial people themselves. Finally, we will examine the contemporary social and psychological dynamics of race and ethnicity in the U.S., including the continuing controversy surrounding the very idea of a multiracial identity.

For more information, click here.

SOCI W 3277x: Post-Racial America?

Barnard College, Columbia University
Fall 2011

Alondra Nelson, Associate Professor of Sociology

What is race? Is the US a post-racial society? Is such a society desirable? Is a post-racial society necessarily a just and egalitarian one? We consider these questions from ethnographic, historical, and theoretical perspectives. Topics discussed include intersectionality, multiracial identity, colorism, genetics, and the race and/or class debate.

For more information, click here.

AAS 310: Constructing and Negotiating Multiracial Identity

University of Texas, Austin
Center for Asian American Studies
Fall 2008

This course serves as an introduction to the experiences of biracial and multiracial people, specifically with a focus on “mixed”/hapa Asian American, African American and Latino people in the U.S., concentrating on theories of race, racial identity formation, culture, media, and social justice struggles. As such, it presents the major themes and issues in a new and growing interdisciplinary field of scholarly research and cultural production.

Throughout the semester, the goal is to foster a classroom environment which will become a community space in which the beliefs and attitudes of all participants are respectfully considered.

For more information, click here.

PSY 519B: Social Psychology of Biracial Identity

Antioch University, Los Angeles

This workshop explores the idea of race as a social construction and its psychological impact on individuals, particularly as it relates to the concept of a biracial or multiracial identity in the U.S. Among other issues, we will investigate how a bi- or multi-racial identity develops for individuals and how it evolves historically. Students must have access to The AULA email system as some online postings and readings are required.

For more information, click here.

SOCI 006-601: Race and Ethnic Relations

University of Pennsylvania
Department of Sociology
Fall 2011

Tamara Nopper, Adjunct Professor of Asian American Studies

The election of Barack Obama as the United States’ first Black president has raised questions about whether we have entered a post-racial society.  This course examines the idea of racial progress that is at the heart of such a question, paying close attention to how social scientists have defined and measured racial inequality and progress in the last century.  We will consider how dramatic demographic shifts, the growing number of interracial families and individuals who identify as mixed-race, trans-racial adoptions, and the increased visibility of people of color in media, positions of influence, and as celebrities inform scholarly and popular debates about racial progress.  Along with some classic works, we will also read literature regarding the class versus race debate and color-blind racism.  In the process, students will become familiar with sociological data often drawn from in debates about racial progress and will also develop analytical and critical thinking skills.
 
Course Professor: