Mary A. Porter

Requirements

1. ANTH 2210

   ANTH 2210

   Not resolved to a course
2. IN 1596

   In 1596, Elizabeth Tudor wrote to lord mayors of major English cities that there were “of late divers blackamoores brought into this realm, of which kind of people there are already here to manie ... those kinde of people should be sente forth of the land.” A common myth about Great Britain is that it was a homogeneously white nation until Jamaicans and South Asians arrived in Britain after World War II. Another myth is that there were no slaves held in Britain. As the above quotation indicates, free Black people were already settled there in the 16th century; and they were already the object of scapegoating for increasing poverty in the land at that time. The 17th century brought African slaves to Britain and, by the 19th century, the great ports of London, Bristol, Cardiff, and Liverpool were populated by West Africans (free and unfree); Lascars (Muslim sailors from east of the Cape of Good Hope); and seamen from Shanghai and Guangzhou, who created the first European Chinatown in the London Docks. In this course, we will investigate the multiracial nature of Great Britain from the Tudor era to the late 20th century. We will consider temporal moves between free and unfree lives and the role of free Africans in the abolition movement. Articulations of race, class, gender, and sexuality will be central, particularly as they play out in family formations and economic activities, including the rise of labor unions. We will wrestle with the absence of people of color in discourses about the British past and with constructions of racist stereotypes, particularly in the 19th century, such as scientific racism and the trope of the Chinese opium den. Finally, we will engage with cultural explosions in music (reggae, ska, two-tone, raga, punk), film ( Bend It Like Beckham , My Beautiful Laundrette , Young Soul Rebels ), scholarly writing (Paul Gilroy, Stuart Hall, Hazel Carby, Catherine Hall), and creative writing (Lemn Sissay, Jackie Kay, Linton Kwesi Johnson)-to name but a few-created by second-, and third-, generation children of Commonwealth immigrants particularly as they articulate with antiracism movements. Our class materials will be multidisciplinary (anthropology, history, literature) and multimedia

   Not resolved to a course
3. ANTH 3016

   ANTH 3016

   Not resolved to a course
4. ANTH 3113

   ANTH 3113

   Not resolved to a course
5. ANTH 2073

   ANTH 2073

   Not resolved to a course
6. IN 1596

   In 1596, Elizabeth Tudor wrote to lord mayors of major English cities that there were “of late divers blackamoores brought into this realm, of which kind of people there are already here to manie…those kinde of people should be sente forth of the land.” A common myth about England is that it was a homogeneously white nation until Jamaicans and South Asians emigrated to Britain after World War II. Another myth is that there were no slaves held in England. As the above quotation indicates, free Black people were already settled there in the 16th century; and they were already the object of scapegoating for increasing poverty in the land at that time. The 17th century brought African slaves to England and, by the 19th century, the great ports of London, Bristol, and Liverpool were populated by West Africans (free and unfree); Lascars (Muslim sailors from east of the Cape of Good Hope); and seamen from Shanghai and Guangzhou, who created the first European China Town in the London Docks. In this class, we will investigate the multiracial nature of England from the Tudor era to the late 20th century. We will consider temporal moves between free and unfree lives and the role of free Africans in the abolition movement. Articulations of race, gender, and sexuality will be central, particularly as they play out in family formations and economic activities. We will wrestle with the absence of people of color in discourses about the English past and with contemporary constructions of racist stereotypes, such as the 19th-century trope of the Chinese opium den. Finally, we will engage with cultural explosions in music (reggae, ska, two-tone), film ( Young Soul Rebels , Bend it Like Beckham , The Stuart Hall Project ), and literature (Fathima Zahra, Aizaz Hussain, Paul Gilroy) created by second- and third-generation children of Commonwealth immigrants, particularly as they articulate with antiracism movements. Our hands-on class materials will be multidisciplinary (anthropology, history, literature) and multimedia, with a particular focus on visual images, audio, maps, and archival documents

   Not resolved to a course
7. ANTH 2147

   ANTH 2147

   Not resolved to a course
8. ANTH 1350

   ANTH 1350

   Not resolved to a course
9. ANTH 3148

   ANTH 3148

   Not resolved to a course
10. ANTH 3155

    ANTH 3155

    Not resolved to a course