Mixed Race Studies

The Bondage of Race and the Freedom of Transcendence in Frederick Douglass’s My Bondage and My Freedom

Postgraduate English: A Journal and Forum for Postgraduates in English since 2000
Durham University
Issue Number 4 (September 2001)

Briallen Hopper, Lecturer in English
Yale University

Frederick Douglass has a strange way of describing what he feels like when he feels most free. When trying to convey how ardently enthusiastic he was when he first lived among abolitionists, he writes, “For a time I was made to forget that my skin was dark and my hair crisped” (Douglass 366). He echoes this expression of elation and lost self-consciousness when he writes about why he loves living in England: “I meet nothing to remind me of my complexion” (Douglass 374). Douglass was born into a racist society, and it is natural and perhaps inevitable that losing the awareness and memory of his body should be a freeing feeling for him; but when this feeling is described in a work of propaganda so carefully constructed as My Bondage and My Freedom, the reader expects it to be interpreted so as to fit with a larger message that there is nothing intrinsically imprisoning about dark skin and “crisped” hair, and Douglass refuses to interpret it in this way. To Douglass, the feeling of freedom seems to be uncomfortably close to the feeling of being invisible-or white.

 I do not pretend to be able to ease the discomfort that Douglass creates in modern readers when he describes the pleasure of losing awareness of his hair and skin, but I believe these readers can understand Douglass better if they read his descriptions of transcendence of race in My Bondage and My Freedom as in part a reaction to the racialist attitudes towards individuals and cultures that prevailed in antebellum culture, including abolitionist culture. In the first two parts of this essay, “‘The African Race Has Peculiarities’: Transcending a Racialized Body,” and “‘A Little of the Plantation Manner’: Transcending a Racialized Culture,” I will describe how the racialism in Harriet Beecher Stowe’s Uncle Tom’s Cabin and in the Garrisonian abolitionists’ expectations for black abolitionists constrained Douglass in a way that was analogous to slavery.

Any attempt to free people from a bondage based on racial identity by an appeal to a liberating discourse which is also based on racial identity is bound to be problematic; as Robyn Wiegman writes, “If identities are not metaphysical, timeless categories of being; if they point not to ontologies but to historical specificities and contingencies; if their mappings of bodies and subjectivities are forms of and not simply resistances to practices of domination-then a politics based on identity must carefully negotiate the risk of reinscribing the logic of the system it hopes to defeat” (Wiegman 6). My claim about My Bondage and My Freedom, put into anachronistic terminology, is that Douglass felt that the politics of racialist abolitionism did not negotiate the risk of reinscription carefully enough; furthermore, he did not believe it was possible for identity politics to avoid reinscribing the logic of slavery.

Douglass’s desire for transcendence was not simply a reaction to racialism. It can also be understood as a positive expression of what he desired for himself and for African-Americans generally: a desire historically described as “assimilationism” and now pejoratively referred to as “universalism” or “bourgeois liberalism”; a desire that is evoked by Martin Luther King’s mythical phrase about children who are judged “by the content of their character rather than the color of their skin.” In the third part of this essay, “‘Race is Transient’: Transcending Race,” I discuss how Douglass, in a strangely postmodernist-yet-universalist way, deconstructs race in order to make assimilation possible. In My Bondage and My Freedom and in countless speeches, Douglass describes the racial self-designations and un-self-designations he makes when traveling on trains (following Douglass’s lead, both the Supreme Court and W.E.B. Du Bois have at times recognized trains to be an ultimate test of the validity of racial identities). These designations and undesignations are breathtaking examples of an American’s willful transcendence of race…

Read the entire essay here.

In my first marriage I paid my compliments to my mother’s race; in my second marriage I paid my compliments to the race of my father.

Frederick Douglass (1818-1895)

My strongest conviction as to the future of the negro therefore is, that he will not be expatriated nor annihilated, nor will he forever remain a separate and distinct race from the people around him, but that he will be absorbed, assimilated, and will only appear finally, as the Phoenicians now appear on the shores of the Shannon, in the features of a blended race…

Frederick Douglass, “The Future of the Colored Race,” North American Review, Number 142 (May 1886): 437-440.

On Racial Frontiers: The New Culture of Frederick Douglass, Ralph Ellison, and Bob Marley

Cambridge University Press
June 1999
342 pages
8 b/w illus.
Size: 228 x 152 mm
Paperback ISBN-13: 9780521643931; ISBN-10: 0521643937

Gregory Stephens

Douglass, Ellison and Marley lived on racial frontiers. Their interactions with mixed audiences made them key figures in an interracial consciousness and culture, integrative ancestors who can be claimed by more than one group. An abolitionist who criticized black racialism; the author of Invisible Man, a landmark of modernity and black literature; a musician whose allegiance was to “God’s side, who cause me to come from black and white.” The lives of these three men illustrate how our notions of “race” have been constructed out of a repression of the interracial.

Table of Contents

• Introduction
• 1. Interraciality in historical context
• 2. Frederick Douglass as integrative ancestor: the consequences of interracial co-creation
• 3. Invisible community: Ralph Ellison’s vision of a multiracial ideal democracy
• 4. Bob Marley’s Zion: a trans-racial ‘blackman redemption’

Fugitive Vision: Slave Image and Black Identity in Antebellum Narrative

Indiana University Press
2007-12-04
272 pages
30 b&w photos, 6.125 x 9.25
ISBN-13: 978-0-253-34944-6
ISBN: 0-253-34944-3

Michael A. Chaney, Associate Professor of English
Dartmouth College

Analyzing the impact of black abolitionist iconography on early black literature and the formation of black identity, Fugitive Vision examines the writings of Frederick Douglass, William Wells Brown, William and Ellen Craft, Harriet Jacobs, and the slave potter David Drake. Juxtaposing pictorial and literary representations, the book argues that the visual offered an alternative to literacy for current and former slaves, whose works mobilize forms of illustration that subvert dominant representations of slavery by both apologists and abolitionists. From a portrait of Douglass’s mother as Ramses to the incised snatches of proverb and prophesy on Dave the Potter‘s ceramics, the book identifies a “fugitive vision” that reforms our notions of antebellum black identity, literature, and cultural production.

Table of Contents

• List of Illustrations
• Acknowledgments
• Introduction: Looking Beyond and Through the Fugitive Icon
• Part 1. Fugitive Gender: Black Mothers, White Faces, Sanguine Sons
  1. Racing and Erasing the Slave Mother: Frederick Douglass, Parodic Looks, and Ethnographic Illustration
  2. Looking for Slavery at the Crystal Palace: William Wells Brown and the Politics of Exhibition(ism)
  3. The Uses in Seeing: Mobilizing the Portrait in Drag in Running a Thousand Miles for Freedom
• Part 2. Still Moving: Revamped Technologies of Surveillance
  1. Panoramic Bodies: From Banvard‘s Mississippi to Brown’s Iron Collar
  2. The Mulatta in the Camera: Harriet Jacobs’s Historicist Gazing and Dion Boucicault‘s Mulatta Obscura
  3. Throwing Identity in the Poetry-Pottery of Dave the Potter
• Conclusion
• Notes
• Works Cited
• Index

Meeting the Needs of Multiethnic and Multiracial Children in Schools

Merrill an imprint of Pearson
2003-10-23
256 pages
ISBN-10: 0205376088
ISBN-13:  9780205376087

Francis Wardle
Red Rocks Community College, Colorado

Maria I. Cruz-Janzen, Associate Professor of Multicultural Education
Florida Atlantic University

From one of the premiere experts on the subject comes this “crash course” for teachers on understanding the developmental needs of multiethnic, multicultural, and multiracial children.

This book educates teachers through the experiences of children culturally, ethnically, and racially mixed heritage. In doing so, the authors challenge even longtime multicultural experts to broaden how we think and approach multicultural education. Wardle and Cruz-Janzen push the envelope of typical awareness. They are the harbingers of questions and information in a changing climate of race and culture ripe for redress and new ways of thinking, talking, and educating.

Both of these authors bring to this topic a wealth of personal experience and academic scholarship and insight. They courageously embrace new ideas and concepts of race and culture, both nationally and globally, and provide new and exciting ways of thinking, talking, learning and educating.

Features

• Authors encourage the reader to critically think about diverse family constellations and individual racial and ethnic identity.
• Different models of multiracial identity development are reviewed.
• Focus Questions at the beginning of each chapter help give students direction.
• A variety of tools are provided to help students critically examine their own perceptions, and to evaluate materials, curricular approaches, and instructional methods.

Author Bios

Francis Wardle first became involved in issues regarding multiethnic and multiracial children when his four-year-old daughter came to him in tears, after a peer used race as a put down. Since then he has created the Center for the Study of Biracial Children, given presentations on multiethnic and multiracial issues throughout the US and Canada, written extensively on the topic, and been quoted in newspapers, magazines, TV programs, and radio stations including NPR. Currently Dr. Wardle teaches at Red Rocks Community College and the University of Phoenix/Colorado Campus, consults for the National Head Start Migrant Program, and writes for a variety of national publications.

Marta I. Cruz-Janzen is Associate Professor of Multicultural Education at Florida Atlantic University. She received a Ph.D. in Curriculum & Instruction from the University of Denver, a Master of Arts and Master of Education in Human Development from Columbia University Teachers College, and a Bachelor of Science from Cornell University. Her dissertation, Curriculum and the Self-Concept of Biethnic and Biracial Persons received the University of Denver Phi Delta Kappa 1996-97 Dissertation of the Year Award. Marta has been a bilingual teacher and elementary school principal.

Table of Contents

1. Multiethnic and Multiracial Children.
   • Multiethnic and Multiracial Children in Our Schools.
   • Myths and Realities.
   • Chapter Feature: Eva.
   • Diversity in the Classroom.
   • Bill of Rights for Racially Mixed People.
   • Needs of Multiethnic and Multiracial Children.
   • Development of Racial and Ethnic Identity.
   • Student Profile.
   • Supporting Multiethnic and Multiracial Children.
2. Traditional Approaches.
   • Single Race-Ethnicity Approach.
   • Avoid Diversity by Celebration.
   • Student Profile.
   • Multicultural Education.
   • Group Membership.
   • Getting on the Same Page.
   • Approaches to Multicultural Education.
   • Banks’ Dimensions of Multicultural Education.
   • Banks’ Approaches to Multicultural Education.
   • Reforming Multicultural Education.
3. Historical Developments.
   • Student Profile.
   • Development of a Racial System.
   • Origins of U.S. Racism.
   • Rejection of Racial Mixing.
   • Latinos.
   • Student Profile.
   • Immigration.
   • Racism and Segregation.
   • Desegregation in Education.
4. Categorizing People.
   • Student Voices.
   • Understanding Race, Racism and Categorizing People.
   • Not Quite White: The Arab American Experience.
   • The Ethnic Category.
   • The Race Myth.
   • After the Civil War.
   • How Other Nations Categorize People.
   • The Legacy of Slaves and Slave Owners.
   • Maintaining the Color Line.
   • Today’s Multicultural and Multiethnic Children.
5. Identify Development of Multiethnic and Multiracial Children.
   • Identity Development.
   • Identity Development Models.
   • Chart Showing the Identity Models.
   • Developmental and Ecological Model of Identity Development.
   • Student Voices.
   • Diagram of the Ecological Components of the Multiethnic/Multiracial Identity Model.
6. Families and Communities.
   • The Multiethnic and Multiracial Family.
   • Myths and Realities.
   • Table of Age-Related Issues for Interracial and Interethnic Families.
   • Raising Healthy, Happy Interracial Children.
   • Different Family Structures.
7. Curricular Approaches.
   • Early Childhood.
   • Student Voices.
   • Late Elementary.
   • Student Voices.
   • How to Evaluate a Textbook/Reading Book for P-12 Programs.
   • Middle School.
   • Student Voices.
   • Multicultural School Activities.
   • High School.
   • Student Voices.
   • Comments About Interracial Marriage and Multiracial Identity by Frederick Douglass and Bob Marley.
   • Hidden Curriculum.
   • Multicultural Model.
   • Anti-Bias and Ecological Model of Multicultural Education.
   • Case Study of the Anti-Bias and Ecological Model.
8. Instructional Strategies.
   • The Impact of Standards on Instruction.
   • The Influence of the Teacher.
   • Student Voices.
   • Materials and Activities Checklist.
   • Biased Instructional Materials.
   • Culturally Authentic Bias.
   • Suggestions for Instructional Techniques.
   • Analysis of a Teaching Unit.
   • Multicultural Music and Dance.
9. Teaching Teachers.
   • The Nature of Public Education.
   • Preparing Future Teachers.
   • Teacher Preparation Programs.
   • Student Voices.
   • Sociopolitical Construction of Multiethnic and Multiracial Persons.
   • What Teachers Must Know and Be Able to Do.
   • Twenty-Five Recommendations for Teacher Education and Educational Leadership Faculty, Pre-Service Teacher Candidates, and Participate in Teacher In-Service.

The Browning of America and the Evasion of Social Justice (Review)
by Ronald R. Sundstrom

SUNY Press
2008, 190pp., $24.95 (pbk.)
ISBN: 9780791475867

Notre Dame Philisophical Reviews
2009-06-29

Reviewed by Lucius T. Outlaw (Jr.)
Vanderbilt University

The United States is undergoing the most profound demographic changes in the country’s history so that in a few decades, if not sooner, persons identified (and identifying themselves) as white and tracing their ancestry to Europe will have become part of the nation’s racial and ethnic plurality, no longer its numerically dominant racial group. This historic development portends others equally historic and transformative, among these the gradual — possibly even dramatic — displacement of white people as the dominating group politically, economically, socially, even culturally…

…Some persons envision a United States no longer ordered by racial or ethnic considerations, where color-consciousness has been dissipated by practicing color-blindness, and by the demographic predominance of “brown” Americans to such an extent that the sorting of persons into hierarchically valued, color-coded racial and ethnic groups will not have a demographic basis.  Such was the wish of Frederick Douglass: that the nation’s racial population groups would intermingle and interbreed — in his words “amalgamate’ — to such an extent that a new “blended” race, neither black nor white, would emerge and rescue our country from the scourge of color-conscious, color-valuing racialisms and racisms…

…In the midst of all of the many aspects of invidious racial and ethnic oppressions that have been devised and practiced across the history of the United States, the aspect most sensitive and productive of the most grotesque violence has been that having to do with the most intimate and consequential of human involvements: intimate relations, intimate sexual relations especially, between persons of different and differently ranked racial groups. These are subjects, Sundstrom argues, that have been systematically avoided by contemporary thinkers who wrestle with race matters. He would have us stop avoiding the subject, not least because of the foundational importance of intimate relations for the formation and continuation of polities. Without such relationships, there can be no polities. There can be no resolution of our racial and ethnic difficulties without being forthright about intimate and sexual interracial matters.  These, argues Sundstrom, must not be relegated to the realm of privacy and thus put off limits to philosophers and theorists of the social and political. Moreover, he would not have these matters be wedded to the “browning of America” as their presumed resolution, as Frederick Douglass had hoped out of anguished alienation and desperation. Chapter four, “Interracial Intimacies: Racism and the Political Romance of the Browning of America” is required reading for us all, if social justice is not to be evaded.

So, too, chapter 5, “Responsible Multiracial Politics”. Here the reader will experience, as well as come to understand, the personal existential weight and philosophical significance for Sundstrom of political endeavours for persons whose identities are neither easily nor accurately given fulfilling, coherent, authentic, and healthy articulation and lived-experience if forced into a seemingly singular, unitary, and thus supposedly harmonious racial designation. Persons who are descendants of multiracial, multiethnic unions — even when the races and ethnic groups are understood as social, rather than biological, constructs — need the terms and concepts by which they can identify, identify with, and live their important various heritages, by which they can, in all appropriate instances, ‘remember their grandmothers’.  Needed, too, are modes of politics that sanction and nurture this important existential work as another crucial aspect of multiracial, multiethnic democratic polities, modes of politics by which persons of complex identities can be made ready for and welcomed to shared and responsible political life.  Social justice without evasion…

Read the entire review here.

“Our Duty to Conserve”: W. E. B. Du Bois’s Philosophy of History in Context

South Atlantic Quarterly
Volume 108, Number 3 (2009)
pages 519-540
DOI: 10.1215/00382876-2009-006

Robert Bernasconi, Edwin Erle Sparks Professor of Philosophy
Pennsylvania State University

When restored to its historical context, W. E. B. Du Bois‘s “The Conservation of Races” emerges less as a contribution to the debate about the legitimacy of the concept of race, which is how it tends to be read today, and more as an intervention in the debate about the impact of so-called miscegenation on the African American population. Du Bois’s contribution is situated in relation to the positions held by Frederick Douglass, Edward Blyden, and Alexander Crummell. Particular attention is paid to the way Du Bois and Kelly Miller used the inaugural meeting of the American Negro Academy to respond to Frederick Hoffman’s racist study, Race Traits and Tendencies of the American Negro, which in the context of social Darwinism had a dramatic impact on how mixed-race people were seen. Du Bois argued that African Americans should not divide on the basis of degrees of racial purity but unite around their common ideals and a hope for the future in the midst of continuing oppression.

Read or purchase the article here.