Mixed Race Studies

Cinderella Story: A Scholarly Sketchbook about Race, Identity, Barack Obama, the Human Spirit, and Other Stuff that Matter

AltaMira Press
February 2010
228 pages
Cloth ISBN: 0-7591-1176-6 / 978-0-7591-1176-9  

James Haywood Rolling, Jr., Associate Professor of Art Education
Syracuse University

Cinderella Story is an experimental autoethnography that explores critical racial issues in America through the media of language and images. Rolling asks, How do words and images-involving stories and paradigms, past and future, perceptions of beauty and ugliness-become flesh? How are they done and undone? In this supple and complex narrative, the author peers deeply into his own life and attitudes, and into the racial images and ideas made explicit by American history as a whole, to sort out fact from fiction in new and ingenious ways.

Table of Contents

Prologue: An Old Story
Episode One: Borderlines
Episode Two: Homelessness
Episode Three: Origins
Episode Four: Breech Births and Cinderella Endings
Episode Five: Monsters Deconstructed
Episode Six: Figuring Myself Out
Episode Seven: Messing around with Identity Constructs
Episode Eight: Disruptions
Episode Nine: Secular Blasphemy
Episode Ten: Propaganda
Episode Eleven: Invisibility and In/di/visuality
Episode Twelve: The Meeting
Episode Thirteen: Self-Portrait, with Stern Resistance
Episode Fourteen: (Re)Appearances
Episode Fifteen: Self Portrait, with Backlighting
Episode Sixteen: The One-Drop Rule
Episode Seventeen: Self-Portrait, with Possibilities
Episode Eighteen: Epilogue, with New Story Values

Europe’s Indians: Producing Racial Difference, 1500–1900

Duke University Press
2010
296 pages
Cloth ISBN: 978-0-8223-4745-3
Paperback ISBN: 978-0-8223-4764-4

Vanita Seth, Associate Professor of Politics
University of California, Santa Cruz

Europe’s Indians forces a rethinking of key assumptions regarding difference—particularly racial difference—and its centrality to contemporary social and political theory. Tracing shifts in European representations of two different colonial spaces, the New World and India, from the late fifteenth century through the late nineteenth, Vanita Seth demonstrates that the classification of humans into racial categories or binaries of self-other is a product of modernity. Part historical, part philosophical, and part a history of science, her account exposes the epistemic conditions that enabled the thinking of difference at distinct historical junctures. Seth’s examination of Renaissance, Classical Age, and nineteenth-century representations of difference reveals radically diverging forms of knowing, reasoning, organizing thought, and authorizing truth. It encompasses stories of monsters, new worlds, and ancient lands; the theories of individual agency expounded by Hobbes, Locke, and Rousseau; and the physiological sciences of the nineteenth century. European knowledge, she argues, does not reflect a singular history of Reason, but rather multiple traditions of reasoning, of historically bounded and contingent forms of knowledge. Europe’s Indians shows that a history of colonialism and racism must also be an investigation into the historical production of subjectivity, agency, epistemology, and the body.

Table of Contents

Acknowledgments
Introduction
1. Self and Similitude: Renaissance Representations of the New World
2. “Constructing” Individuals and “Creating” History: Subjectivity in Hobbes, Locke, and Rousseau
3. Traditions of History: Mapping India’s Past
4. Of Monsters and Man: The Peculiar History of Race
Epilogue
Notes
Bibliography
Index

The Risks of Multiracial Identification

The Chronicle of Higher Education
2006-11-10

Naomi Schaefer Riley

The comment period has closed on proposed new guidelines from the U.S. Department of Education on how colleges should ask students about race. No longer, the guidelines say, should applicants simply be given the choice of black, white, Asian, American Indian (or Alaska Native), or native Hawaiian (or other Pacific Islander). Now they should be allowed to check off more than one box, as well as note whether they identify as Hispanic. Eugene L. Anderson, an associate director of the American Council on Education, told Diverse, a higher-education magazine, that he expected colleges would be pleased with the new guidelines: “They make sense; they respect peoples’ individual notion of racial identity, which is important.”

No doubt colleges also appreciate the department’s instructions for practical reasons. The proliferation of multiracial options on a variety of forms, including college applications, reflects the new demographic reality in America. On the 2000 census, nearly seven million Americans checked off two or more racial boxes. And a study last year by researchers at Cornell University found that the number of interracial marriages involving white people, black people, or Hispanics each year in the United States has jumped tenfold since the 1960s.

In a sense, these developments represent the realization of the dream of a melting pot. In 1963 Norman Podhoretz, the editor of Commentary, penned a controversial essay called “My Negro Problem—And Ours,” expressing despair about the chances for real racial integration in this country. That could not occur, he wrote, “unless color does in fact disappear: and that means not integration, it means assimilation, it means—let the brutal word come out—miscegenation.”…

…But even those mixed-race groups cannot satisfy some students. One told the Crimson that her acquaintances at Harvard’s Hapa group focused too much on East Asian identities, instead of South Asian ones. They went out, she complained, for dim sum, “which I enjoy, but don’t identify with culturally.” But she didn’t feel welcome in the regular South Asian group, either, because in a theatrical performance the group’s leaders cast her in the role of a white person.

The level of specificity that seems to be required for many young men and women to feel comfortable today is bordering on the absurd. Ultimately it’s sad. Advocates of diversity on college campuses insist that they are not just assembling faces of different colors for aesthetic purposes; they are trying to offer students a model of how to live in a multiracial, multiethnic society. But students do not seem to be learning to be more tolerant of people unlike them. They are demanding that they be surrounded and sheltered by people who are exactly like them.

Colleges have long experienced what sociologists refer to as the “lunch-table problem.” That tendency toward racial self-segregation may find its origins in students’ upbringings, but it is surely furthered by campus multiculturalists. Over the years, I have had many students I’ve interviewed tell me that they were never encouraged to identify themselves by their race so much as when they set foot on a college campus. Both administrators and student-run organizations often pressured them to engage in activities that put them in a particular racial box. So it’s not surprising that students now want activities that conform to every contour of their ancestry…

Read the entire article here.