Mixed Race Studies

Scholarly perspectives on the mixed race experience.

“I’ve got a piece coming out for Buzzfeed about the word mulatto. I think that’s a good word to start using more often. People don’t like the word, but they can’t point to why, or they think it’s a reference to a mule. But the word is actually an Arabic word referencing people of mixed heritage. It predates the word for mule. Historically, it’s the word we used for people of mixed race in this country. And the thing about words like mixed and biracial is that they’re completely vague. They don’t make much sense. Most black and white people who consider themselves biracial, their race is listed legally and socially as black. Plus bi- doesn’t work because there are other races mixed in there, too. Part of the thing that worries me about the biracial movement is that it can be ahistoric. And as I said the vast majority of African-Americans are of mixed racial descent. So by the definitions they’re using, every African-American is pretty much biracial. It would be a miracle if they did a test and there weren’t some European poking in. In my view, mulatto acknowledges that there’s a larger history. And for me, the black and white mixed experience is part of my African-American experience. I still consider myself African-American, just mixed African-American. It’s like, if you have a Dad whose Irish, you’d be Irish, and nobody would debate that just because your Mom was Italian. But for African-Americans, we have these rigid ways of looking at the issue. We’ve inherited these preconceived notions.” —Mat Johnson

Dwyer Murphy, “Pitching Chaos, an interview with Mat Johnson, author of Loving Day,” Electric Lit, May 26, 2015. http://electricliterature.com/pitching-chaos-an-interview-with-mat-johnson-author-of-loving-day/.

Helping mixed heritage children develop ‘character and resilience’ in schools

Posted in Articles, Campus Life, Media Archive, United Kingdom on 2016-10-26 14:00Z by Steven

Helping mixed heritage children develop ‘character and resilience’ in schools

Improving Schools
November 2016, Volume 19, Number 3
pages 197-211
DOI: 10.1177/1365480216650311

Kirstin Lewis
Educational Studies
Goldsmiths, University of London

Recent UK government policy suggests that all schools have a key role to play in building ‘character and resilience’ in children. This article draws on data from a wider research project, exploring the school experiences of mixed White/Black Caribbean and mixed White/Black African children in two London secondary schools. Because data from this project suggest that many children experienced adversity at school, a theoretical framework previously developed by Ungar et al. was used to assess how they coped with adversity and to what extent their schools supported them with it. Findings revealed that although positive relationships with adults were essential, teachers could not offer the necessary support and guidance because they were unaware of mixed heritage children’s needs and any challenges they faced. This article asks whether such a framework might prove useful in supporting teachers to understand what factors develop ‘character and resilience’ and the ways in which they might therefore support children to cope.

Read or purchase the article here.

Tags: adversity, discrimination, England, Improving Schools, Kirstin Lewis, London, Mixed heritage, resilience

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Mixed Race Studies

Helping mixed heritage children develop ‘character and resilience’ in schools

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