Mixed Race Studies

History Matters: The story behind ‘Lost Boundaries’

The Portsmouth Herald (Seacoast Online)
Portsmouth, New Hampshire
2018-03-05

J. Dennis Robinson

Albert Johnston Jr. was 16 when he found out he was black. His fair-skinned African-American parents had been “passing” as white, they told him, since moving from Chicago to rural Gorham, New Hampshire, and later to Keene. Albert’s father had been the town’s country doctor with 2,500 white patients and an active member of the school board, the Masons and the Rotary. His mother, Thyra, was a two-time president of the Gorham Women’s Club and active in the Congregational Church.

Born in 1925, growing up skiing the White Mountains of the Granite State, Albert had only a single black acquaintance in high school. In an era of widespread racial segregation and discrimination, Albert felt a seismic shift as he adapted from a dark-skinned Caucasian to a light-skinned “Negro.”

Then Albert took a road trip. Two decades before Ken Kesey and Easy Rider, with only a few dollars in their pockets, Albert and an old school chum named Walt hitchhiked and hopped freight trains from New Hampshire to California. For Albert, it was a spiritual journey into the homes of his long-lost African-American relatives and into the roots of black culture. For Walt, who was white, it was a great adventure with a good friend. Albert eventually found his way home. Renewed and focused, he enrolled in the well-regarded music program at the University of New Hampshire.

And here, in a UNH college lounge in front of 20 fellow students, Albert Johnston Jr. finally laid his burden down. During a seminar on the “race problem” in America, the topic turned to “cross-bred” people. He could offer some insight on that topic, Albert told his classmates, because he, himself, was a Negro.

The room got very still, he later recalled, like the sudden silence after the climax of a concerto. The Johnston family secret was about to explode, first into the pages of Reader’s Digest magazine, and then as a controversial book and feature film called “Lost Boundaries.”…

Read the entire article here.

New $10 bill starring Nova Scotian will debut in Halifax next week

CBC News
Nova Scotia
2018-03-02

Wanda Robson, the sister of Viola Desmond, smiles as it is announced during a ceremony in 2016 that her sister will be featured on Canadian currency. (Canadian Press)

Viola Desmond’s banknote will be unveiled at Halifax Central Library on Thursday

Canadians will get their first peek at the new $10 bill featuring civil rights pioneer Viola Desmond at an event in Halifax next week.

The banknote will be unveiled Thursday at the Halifax Central Library by federal Finance Minister Bill Morneau and Bank of Canada governor Stephen Poloz…

Read the entire article here.

Viola Desmond, the new face of the $10 bill, ‘represents courage’

The Globe and Mail
2016-12-09

Laura Stone

Viola Desmond, shown in this undated handout image provided by Communications Nova Scotia, often described as Canada’s Rosa Parks for her 1946 decision to sit in a whites-only section of a Nova Scotia movie theatre, will be the first woman to be celebrated on the face of a Canadian banknote.

Viola Desmond just wanted to watch a movie.

The year was 1946 and the movie was The Dark Mirror, a psychological thriller starring Olivia de Havilland. Ms. Desmond, a beauty-school owner from Halifax, was temporarily stranded in New Glasgow, N.S., after some car trouble. She hadn’t been to the movies in years, probably not since Gone with the Wind came out in 1939.

So, she walked to a nearby theatre, bought a ticket and sat in the front – a better view for the petite woman with poor eyesight.

There was only one problem: She was black…

Read the entire article here.

On prejudice

Aeon
2018-03-05

Blake Smith, Postdoctoral Fellow
European University Institute, Florence, Italy

Famille Métisse (1775) by Marius-Pierre le Masurier. Photo courtesy Musée du Quai Branly-Jacques Chirac/RMN

An 18th-century creole slaveholder invented the idea of ‘racial prejudice’ to defend diversity among a slave-owning elite

n 1791, Julien Raimond published one of the first critiques of racial prejudice. Raimond was a free man of racially mixed ancestry from the French colony of Saint-Domingue (today the country of Haiti), and his essay ‘Observations on the Origin and Progress of White People’s Prejudice against People of Colour’ argued that legal discrimination against people of African origin resulted from psychological biases. Raimond’s work was the first sustained account of how racial prejudice operates – and how it might be eliminated. Today, the idea that unconscious biases permeate individual psychology, prompting discriminatory behaviours and perpetuating social inequality, is central to discussions of race in politics, academia and everyday life. But this idea was the product of a specific 18th-century moment, with surprising and troubling motivations behind it.

Raimond was an activist for the rights of people of colour. In 1789, he left his home in Saint-Domingue just before the outbreak of the French Revolution. He went to Paris to lobby the government to grant equal status to free people of African origin. In Paris, Raimond joined a circle of radical thinkers and politicians who believed that racial equality had to be part of the emerging Revolution. But Raimond was no opponent of slavery. On the contrary, while his allies argued for its abolition, Raimond insisted that racial equality and abolition of slavery had nothing to do with each other. The first page of his treatise claimed that a cabal of ‘white plantation-owners … have cleverly conflated the cause of people of colour with that of slaves’. Raimond, in fact, wanted to preserve slavery. He believed that eliminating racial prejudice would bring white and non-white slave-owners together in a united front against enslaved Africans. He drew on the pro-slavery arguments of white plantation-owners. Raimond’s idea that there is such a thing as ‘racial prejudice’ and that discrimination is rooted in this psychological phenomenon originated in these plantation-owners’ defences of slavery.

Raimond’s ideas strike many present-day readers as bizarre and hypocritical. After all, he pioneered modern critiques of racial prejudice while also defending slavery. Most people today presume that racism led to slavery, and that slavery and racism were practically synonymous. But in the 18th century, this was not so clearly the case. From Raimond’s perspective, as an 18th-century creole slave-owner, slavery and racism were distinct, and it seemed urgent to disentangle them. Slavery, after all, had existed for thousands of years, while modern racial discrimination, Raimond held, was something recent, contingent and reformable. Like many thinkers of his era (including many of the United States’ Founding Fathers), Raimond saw the world divided between an elite of propertied men and a servile mass of labourers. He saw that the power of a tiny elite would be more resilient if the privileged included people of different colours…

Read the entire article here.

We Have Not Stopped Trembling Yet: Letters to My Filipino-Athabascan Family

State University of New York Press
February 2018
200 pages
Paperback ISBN13: 978-1-4384-6952-2

E. J. R. David, Associate Professor of Psychology
University of Alaska, Anchorage

A father’s personal and intimate account of his Filipino and Alaska Native family’s experiences, and his search for how to help his children overcome the effects of historical and contemporary oppression.

In a series of letters to his mixed-race Koyukon Athabascan family, E. J. R. David shares his struggles, insecurities, and anxieties as a Filipino American immigrant man, husband, and father living in the lands dominated by his family’s colonizer. The result is We Have Not Stopped Trembling Yet, a deeply personal and heartfelt exploration of the intersections and widespread social, psychological, and health implications of colonialism, immigration, racism, sexism, intergenerational trauma, and internalized oppression. Weaving together his lived realities, his family’s experiences, and empirical data, David reflects on a difficult journey, touching upon the importance of developing critical and painful consciousness, as well as the need for connectedness, strength, freedom, and love, in our personal and collective efforts to heal from the injuries of historical and contemporary oppression. The persecution of two marginalized communities is brought to the forefront in this book. Their histories underscore and reveal how historical and contemporary oppression has very real and tangible impacts on Peoples across time and generations.

Bending Their Way Onward: Creek Indian Removal in Documents

University of Nebraska Press
February 2018
834 pages
10 illustrations, 17 maps, index
Hardcover ISBN: 978-0-8032-9698-5

Christopher D. Haveman, Assistant Professor of History
University of West Alabama

Between 1827 and 1837 approximately twenty-three thousand Creek Indians were transported across the Mississippi River, exiting their homeland under extreme duress and complex pressures. During the physically and emotionally exhausting journey, hundreds of Creeks died, dozens were born, and almost no one escaped without emotional scars caused by leaving the land of their ancestors.

Bending Their Way Onward is an extensive collection of letters and journals describing the travels of the Creeks as they moved from Alabama to present-day Oklahoma. This volume includes documents related to the “voluntary” emigrations that took place beginning in 1827 as well as the official conductor journals and other materials documenting the forced removals of 1836 and the coerced relocations of 1836 and 1837.

This volume also provides a comprehensive list of muster rolls from the voluntary emigrations that show the names of Creek families and the number of slaves who moved west. The rolls include many prominent Indian countrymen (such as white men married to Creek women) and Creeks of mixed parentage. Additional biographical data for these Creek families is included whenever possible. Bending Their Way Onward is the most exhaustive collection to date of previously unpublished documents related to this pivotal historical event.

Table of Contents

• List of Illustrations
• List of Maps
• Acknowledgments
• Introduction
• Part 1. The Voluntary Emigrations 1827-1836
  • 1. The First McIntosh Party, 1827-1828
  • 2. The Second McIntosh Party, 1828
  • 3. The Third Voluntary Emigrating Party, 1829
  • 4. Chilly McIntosh’s Emigrating Party, 1833
  • 5. The Fourth Voluntary Emigrating Party, 1834-35
  • 6. The Fifth Voluntary Emigrating Party, 1835-36
• Part 2. The Forced Removals, 1836
  • 7. Removal of the First Detachment of Creek Prisoners, July 1836-August 1836
  • 8. Second Detachment of Creek Prisoners
• Part 3. The Coerced Relocations, 1836-37
  • 9. Detachments 1-6
  • 10. Detachment 1
  • 11. Detachment 2
  • 12. Detachment 3
  • 13. Detachment 4
  • 14. Detachment 5
  • 15. Detachment 6
• Part 4. The Refugee Removals, 1837
  • 16. The Removal of the Refugee Creeks in the Cherokee and Chickasaw Countries
  • Part 5. The Voluntary Self-Emigrations and Reunification Emigrations, 1831-77
  • 17. The Reunification Emigrations
• Notes
• Bibliography
• Index

Frederick Douglass’s Fight Against Scientific Racism

The New York Times
2018-02-22

Eric Herschthal, Fellow
Schomburg Center for Research in Black Culture. New York Public Library

Frederick Douglass in the 1870s. Scientists, he wrote, sometimes “sacrifice what is true to what is popular.” Credit Corbis, via Getty Images

The 200th birthday of one of America’s greatest thinkers, Frederick Douglass, is being celebrated this month. Douglass is remembered as many things: a fugitive slave who gained his freedom, an abolitionist, an advocate for women’s rights, a gifted writer and orator. But we should also remember him as someone whose insights about scientific theories of race are every bit as relevant in our era as they were when he wrote them.

When Douglass rose to prominence, in the 1840s, he was living in a world just as excited and anxious about his era’s new inventions, like the railroad and the telegraph, as we are about modern-day innovation. But he understood that the ends to which science could be used were forever bound up with the moral choices of its practitioners. “Scientific writers, not less than others, write to please, as well as to instruct,” he wrote in 1854, “and even unconsciously to themselves (sometimes) sacrifice what is true to what is popular.”

That statement was part of a lecture in which he attacked one of the most prominent scientific fields of the antebellum era: ethnology, or what was sometimes called “the science of race.” Though often dismissed today as pseudoscience, at the time Douglass was writing, it was considered legitimate. The most accomplished scientists engaged in it, and the public eagerly consumed it…

…Of course, engaging with ethnology on its own terms was a dangerous game. It sometimes meant that Douglass perpetuated scientific ways of thinking about race rather than simply dismantling its logic and insisting on race as a product of history. He borrowed from the ethnological theories of his friend James McCune Smith, a fellow black abolitionist and the nation’s first credentialed black physician, to argue that both black and white people would be improved by racial mixing.

Yet it would be wrong to dismiss these ideas as merely the result of Douglass’s own mixed racial heritage — his father, possibly his owner, was white — or as a backhanded insult to black history, to black culture. They were always written in the service of a clear political agenda, one that was radical for his time: full black integration rather than segregation…

Read the entire article here.

Jefferson’s Daughters: Three Sisters, White and Black, in a Young America

Ballantine Books
2018-01-30
448 pages
6.3 x 1.4 x 9.5 inches
Hardcover ISBN: 978-1101886243
Paperback ISBN: 978-0525524380

Catherine Kerrison, Associate Professor of History
Villanova University, Villanova, Pennsylvania

The remarkable untold story of Thomas Jefferson’s three daughters—two white and free, one black and enslaved—and the divergent paths they forged in a newly independent America

Thomas Jefferson had three daughters: Martha and Maria by his wife, Martha Wayles Jefferson, and Harriet by his slave Sally Hemings. In Jefferson’s Daughters, Catherine Kerrison, a scholar of early American and women’s history, recounts the remarkable journey of these three women—and how their struggle to define themselves reflects both the possibilities and the limitations that resulted from the American Revolution.

Although the three women shared a father, the similarities end there. Martha and Maria received a fine convent school education while they lived with their father during his diplomatic posting in Paris—a hothouse of intellectual ferment whose celebrated salonnières are vividly brought to life in Kerrison’s narrative. Once they returned home, however, the sisters found their options limited by the laws and customs of early America.

Harriet Hemings followed a different path. She escaped slavery—apparently with the assistance of Jefferson himself. Leaving Monticello behind, she boarded a coach and set off for a decidedly uncertain future.

For this groundbreaking triple biography, Kerrison has uncovered never-before-published documents written by the Jefferson sisters when they were in their teens, as well as letters written by members of the Jefferson and Hemings families. She has interviewed Hemings family descendants (and, with their cooperation, initiated DNA testing) and searched for descendants of Harriet Hemings.

The eventful lives of Thomas Jefferson’s daughters provide a unique vantage point from which to examine the complicated patrimony of the American Revolution itself. The richly interwoven story of these three strong women and their fight to shape their own destinies sheds new light on the ongoing movement toward human rights in America—and on the personal and political legacy of one of our most controversial Founding Fathers.

Combating the Myth of Racial Democracy in Brazil

Primary Source: The Indiana University Undergraduate Journal of History
Volume IV: Issue I, Fall 2013
Page 17-22

Rebecca Pattillo

While Brazil and the United States share a history of slavery, the changes to race relations in Brazil following emancipation differ greatly from the African American experience in the United States. The United States continuously enacted discriminatory laws against people of color such as Black Codes and Jim Crow Laws. From this emerged a society with government-institutionalized racism. In contrast, Brazil did not experience the same type of institutionalized racism and did not have overtly racist discriminatory laws. This is not to say that Afro-Brazilians did not struggle for social and racial equality following emancipation; rather, Brazil saw substantial differences in their racial social hierarchy due to their unique reasons for emancipation. Out of this emerged the opinion that racial prejudice and stratification existed more along the lines of wealth and class as opposed to the color of one’s skin. Sociologist Antonio Sérgio Alfredo Guimarães wrote in his essay “The Misadventures of Nonracialism in Brazil” that “in Brazil racism developed in a different way, present in social practice – a racism of attitudes – but unrecognized by the legal system and denied by the  nonracialist discourse of nationality.”¹ Hence, a myth of racial democracy and inclusion emerged regarding Afro-Brazilians. Namely, this myth propagates that racism and inequality were not as prevalent in Brazil as they were in the United States and that blacks experienced little to no racial oppression…

Read the entire article here.

Learning to Transgress: Law 10.639 and Teacher-Training Classrooms in São Paulo, Brazil

Transforming Anthropology
Volume 24, Issue 1, April 2016
Pages 70–79
DOI: 10.1111/traa.12058

Reighan Gillam, Assistant Professor of Anthropology
University of Southern California

Signed in 2003, Law 10.639 makes teaching Afro-Brazilian history and culture compulsory in primary school lessons. Training programs to educate teachers on this material have proliferated in the state of São Paulo and elsewhere in Brazil. This paper illuminates non-elite Brazilians’ lived, personal engagements with ideas of racial inequality by way of these training programs. Participants in these classrooms did not express direct rejection or acceptance of these ideas but rather relied on personal experiences to negotiate their conceptions of racial identity and racial inequality that deviate from traditional ideas of racial democracy. As Brazil takes further steps to consider race when facilitating access to resources and confronting racial inequality directly, it is imperative that the everyday iterations of this shift are understood.

As part of a series of training sessions¹ to instruct teachers on how to integrate Afro-Brazilian history and culture into their curricula, trainer Flávia Gomes² screened clips from the film Everyone’s Heroes (Heróis de Todo Mundo). This movie features prominent Afro-Brazilians and explains their role in national history. Flávia told the teachers that they could show this movie in their classrooms, or they could integrate the information from the movie into their lessons. Five female educators and I sat at our desks and quietly watched the clips that briefly recounted the lives and accomplishments of figures like Auta da Souza, an Afro-Brazilian writer, and Milton Santos, an Afro-Brazilian geographer. After showing the video, Flávia said a few words: “Violence is to whiten Black heroes. This silences the place of Blackness in the classroom. Machado de Assis, Lima Barreto. There is no way to silence this. (Não da para silenciar).” One of the participants raised her hand; Flávia called on her. She was a principal at an elementary school and participating in these classes to oversee the curricular changes at her school. Before saying anything, she began to sob, taking the entire class by surprise. “I feel so troubled because I didn’t know these people had been left out. I have heard of them but didn’t know they were Black. I liked reading the poems of Auta da Souza, but I always pictured her as White. The lack of information that we have…” Her comments trailed off as she wiped her tears. This response occurred toward the end of class, leaving Flávia with little time to initiate a conversation. Instead, she concluded class by adding a few words about using this video to educate children about the people presented in the movie before dismissing everyone for the day.

This scene played out in a teacher-training program in its first year in Flor do Campo, Brazil, in the state of São Paulo. These teacher-training programs resulted from the passage of Law 10.639, which made Afro-Brazilian history and culture compulsory material for all Brazilian public primary schools. Since its passage, teacher-training programs have proliferated throughout the country to provide teachers with classroom material about Afro-Brazilian history and culture to satisfy the legal mandate of Law 10.639. The teacher-training classrooms in which I participated were dynamic spaces of conversation, interaction, and engagement where Brazilians, like the principal above, could encounter new ways of thinking about race² that run contrary to the common belief that racism cannot naturally exist in a mixed-race society. This article aims to examine changing understandings of race in Brazil, not as it transforms larger social and political structures, but as it is continuously reframed on the micro-social or everyday level. I argue that the critical practice of learning about and responding to subjugated knowledge and alternative experiences have the potential to transgress boundaries of belonging and recognition of racial difference in Brazil.

This article takes as a point of departure the issue of the personal in an era of changing conceptions of Brazilian race relations. This shift involves not only the macro changes of law and policy but also the personal, lived, everyday interactions of particular people as well. It uses the personal anecdotes, stories, and conversations of Brazilians offered during teacher-training sessions to examine how social change is a personal matter and how it plays out within everyday interactions. The “personal” broadly references the lived experiences of human beings. In several instances, the personal becomes the prism through which people perceive or react to macro-structural events and changing environments. I suggest that many Brazilians offer more personal responses to the shift from racial democracy based on their local and particular experiences as a way to account for the changes they are confronting in classroom education. While I would not say that these conversations were always successful at producing a shared understanding of the ways in which inequality can be tracked along racial lines, these teacher-training classrooms became sites and spaces of struggle over the limits and meanings of racial democracy and racial recognition, informed by the participants’ personal experiences of race that they frequently voiced….

Read the entire article here.