Mixed Race Studies

Belize’s thriving Afro-Caribbean community

BBC News
2018-11-19

Heide Brandes

When West Africans on their way to the New World’s slave markets escaped in 1635, they intermarried with Caribbean islanders to create a new and distinct culture.

The boats came at dawn along the shores of the town of Dangriga on the coast of Belize.

Onboard, vibrantly dressed men, women and children carried homemade flags and waved bright green fronds of coconut palm branches as they approached the shore. On land, a crowd waited, ready to cheer as feet stepped out of the boats to touch sand.

On a similar morning in 1832, the Garifuna people – descendants of Carib, Arawak and West African people – made the same journey from St Vincent Island in the Caribbean, finally able to call Belize home after being turned away by the British government three times. Every year on 19 November, the Garifuna celebrate Garifuna Settlement Day, marking their arrival in Belize (which was then a British colony) and their many contributions to the Belizean landscape.

With this re-enactment of the boat landing, as well as oral history intoned by village elders and music, dancing and food, the national holiday attracts visitors from throughout Belize and the world. It immerses them in why the culture is so unique – and why its people are fighting to keep their heritage alive in an increasingly modern world…

Read the entire article here.

Becoming Creole: Nature and Race in Belize

Rutgers University Press
2018-11-01
226 pages
24 b&w images
6 x 9
Paperback ISBN: 978-0-8135-9698-3
Cloth ISBN: 978-0-8135-9699-0
EPUB ISBN: 978-0-8135-9700-3
MobiPocket ISBN: 978-0-8135-9701-0
PDF ISBN: 978-0-8135-9702-7

Melissa A. Johnson, Professor of Anthropology
Southwestern University, Georgetown, Texas

Becoming Creole explores how people become who they are through their relationships with the natural world, and it shows how those relationships are also always embedded in processes of racialization that create blackness, brownness, and whiteness. Taking the reader into the lived experience of Afro-Caribbean people who call the watery lowlands of Belize home, Melissa A. Johnson traces Belizean Creole peoples’ relationships with the plants, animals, water, and soils around them, and analyzes how these relationships intersect with transnational racial assemblages. She provides a sustained analysis of how processes of racialization are always present in the entanglements between people and the non-human worlds in which they live.

Table of Contents

• Contents
• List of Illustrations
• Acknowledgements
• 1. Introduction: Becoming Creole
• 2. Hewers of Wood: Histories of Nature, Race and Becoming
• 3. Bush: Racing the More than Human
• 4. Living in a Powerful World
• 5. Entangling the More than Human: Becoming Creole
• 6. Wildlife Conservation, Nature Tourism and Creole Becomings
• 7. Transnational Becomings: From Deer Sausage to Tilapia
• 8. Conclusion: Livity and (Human) Being
• Appendix/Glossary: Belizean Kriol Words and the More than Human??
• Bibliography
• Index
• About the Author

Race and Nation in Modern Latin America

University of North Carolina Press
March 2003
352 pages
5 illus., notes, bibl., index
6.125 x 9.25
Paper ISBN: 978-0-8078-5441-9

Edited By:

Nancy P. Appelbaum, Associate professor of History
State University of New York, Binghamton

Anne S. Macpherson, Associate Professor of History
State University of New York, Brockport

Karin Alejandra Rosemblatt, Associate Professor of History
Unversity of Maryland

With a foreword by Thomas C. Holt and an afterword by Peter Wade

This collection brings together innovative historical work on race and national identity in Latin America and the Caribbean and places this scholarship in the context of interdisciplinary and transnational discussions regarding race and nation in the Americas. Moving beyond debates about whether ideologies of racial democracy have actually served to obscure discrimination, the book shows how notions of race and nationhood have varied over time across Latin America’s political landscapes.

Framing the themes and questions explored in the volume, the editors’ introduction also provides an overview of the current state of the interdisciplinary literature on race and nation-state formation. Essays on the post-independence period in Belize, Brazil, Colombia, Cuba, Mexico, Panama, and Peru consider how popular and elite racial constructs have developed in relation to one another and to processes of nation building. Contributors also examine how ideas regarding racial and national identities have been gendered and ask how racialized constructions of nationhood have shaped and limited the citizenship rights of subordinated groups.

The contributors are Sueann Caulfield, Sarah C. Chambers, Lillian Guerra, Anne S. Macpherson, Aims McGuinness, Gerardo Rénique, James Sanders, Alexandra Minna Stern, and Barbara Weinstein.

Ethnic, Multi-Ethnic, and Nationalist Identity in Belize: Voices of Belizean Children

Electronic Magazine of Multicultural Education
Volume 3, Number 1 (Spring 2001)
Theme: International Perspectives on Race and Ethnicity

Sarah Woodbury Haug

This paper discusses ethnicity and nationalism in children in the rural community of Punta Gorda, Belize. Ethnicity and nationalism are important aspects of identity in Belize because of a deliberate government policy to teach about these identities in the schools. My purpose in this paper is to contrast what is taught in schools about ethnicity and nationalism with how children describe their own identities.

Table of Contents

• The Government’s Plan
• Methodology
• Ethnicity in Punta Gorda
• Working in the Schools
• Voices of Ethnically Mixed Children
• Conclusion
• Endnotes
• References

Read the entire article here.

Ethnicity and Ethnically “Mixed” Identity in Belize: A Study of Primary School-Age Children

Anthropology & Education Quarterly
Volume 29, Issue 1 (March 1998)
pages 44–67
DOI: 10.1525/aeq.1998.29.1.44

Sarah Woodbury Haug

This article focuses on the ehtnic identity of children in Belize. Belizean nationalism, as taught in the primary schools, is both pan-ethnic and multiethnic. However, because the increasingly widespread practice of ethnic mixing is unacknowledged, there is a discrepancy between what is taught in school and the daily life of children. This has resulted in a paradox. Whereas the overt intent is to recognize and celebrate difference, the result has been to silence children’s voices.

Teacher: “Everyone here belongs to an ethnic group. You will draw the clothing of your group.”
Mixed Mestizo/Garifuna girl: “What if you are mixed?”
Teacher: “It doesn’t matter if you are mixed… you draw the Creole outfit.”
[Teacher tells four other children of mixed ethnicity which clothing they will draw.]
Anthropologist to teacher: “What ethnic group are you?”
Teacher: “I am mixed with Creole and Spanish but my husband is an East Indian.”
Anthropologist: “What ethnic group do your children belong to?”
Teacher [laughs and waves her hand dismissively]: “They are just mixed.”
Anthropologist: “Oh. What did you do with the mixed children in your class?”
Teacher: “Well, I assigned them to a group.”

This article illuminates the subjective nature of ethnic identification in a nation-state that promotes multiculturalism and ethnic diversity within its borders. The government of Belize supports the cultures of all its ethnic groups and teaches about them in schools as part of its program of nationalism. The scene above illustrates the combination of issues that are involved in locating children of mixed ethnicity within the government’s ethnic framework in Punta Gorda, a small town of 3,500 people on the southern coast. Because ethnic mixing is unacknowledged by the Belizean government and not discussed in schools, there is a great discrepancy between what is taught in the schools, and the daily life of such children. What schools teach and what children understand are not the same. The silence on the part of the government, however, speaks loudly to children as they attempt to place themselves within the ethnic framework of their community and country.

To many adults, not only Punta Gordans, children are reflections of the adult world. They are thought of as simple creatures who absorb all that is taught to them (Jenks 1996:2; Stephens 1996:12), or viewed as a means of measuring the values of society (Ndebele 1996:322). They are not, as Stephens writes, “social actors in their own right, engaged in making sense of and recreating the social worlds they inherit” (1996:23-24). However, my research shows that children clearly are active participants in the construction of their own identity, even if their constructions are not recognized by the adult community and even if children are labeled by adults according to adult needs and perceptions…

Read the entire article here.