We want to hear from you!

Richard de Meij Cassandra Glynn

Krishauna Hines-Gaither

http://todaysmeet.com/AAS-SIG www.weboaal.com

Cultural Heritage

Krishauna Hines-Gaither

Salem College

www.weboaal.com

East Chapel Hill High

Salem College

Es la mayor de la

familia

Oldest of the family

Est l’ainé de la famille

Es

hija única

Only child

Est enfant unique

Es de primer año

Freshman

Dans sa première

année a L’université

Es de Virginia

Is from Virginia

Est de Virginie

Tiene 18 años

Is 18 years old

A 18 ans

Tiene 4-5 hermanos

Has 4-5 siblings

A 4-5 frères et soeurs

Trabaja en el centro

comercial

Works at the mall

Travaille dans un centre

commercial/

centre d’achats

Es la menor de la

familia

Youngest of the family

Est le benjamin de la

famille

Va a la iglesia

regularmente

Goes to church

regularly

Va à l’églìse

régulièrement

Toca un instrumento

musical

Plays instrument

Joue un instrument

musicale

Está en un conjunto

musical/coro

In a band

Est dans un orchestra

ou dans une chorale

Trabaja en un

restaurante

Works in a restaurant

Travaille dans un

restaurant

Es de tercer año

Is a junior

Est dans sa troisième

année a L’université

Le gustan las

matemáticas

Likes math

Aime les

mathématiques

Juega un deporte

Plays a sport

Joue un sport

Quiere ser maestro/o

Wants to be a teacher

Veut être un

enseignant

Baila muy bien

Dances well

Danse très bien

Canta muy bien

Sings well

Chante très bien

Va a la discoteca

regularmente

Goes to dance clubs

regularly

Va au discotheque

regulièrement

Tiene novio/a

Has a boyfriend/

girlfriend

A un petit copain

Qu’est-ce qu’ils ont en commun?

Celebrity Afro-Hispanics

Colonization: Rejection of all forms of colonization (mental, physical, emotional, racial)

Reaffirmation of black culture: Explicit display of pride and consciousness

Identity: A search that embraces the who am I ? Of the present situation while probing both African origins and historic bases in the Americas.

Dualism: Sense of division between one’s own concept of self in conflict with the definitions imposed by the dominate culture.

Liberation: Political and psychical (mentality) Confrontation: with an alien and hostile society

Negritude, Negritud, Negrismo,

Poesía (afro)antillana

Nancy Morejón

Identity: A search that embraces the who am I? of the present situation while probing both African origins and historic bases in the Americas.

…traídos a [Cuba], o no, igual que yo. Ya nunca más imaginé el camino a Guinea. ¿Era a Guinea? ¿A Benín? ¿Era a Madagascar? ¿O a Cabo Verde?

(Poema:Mujer Negra)

Léopold Sédar Senghor, "Femme Noire"

Reaffirmation of black culture: Explicit display of pride and consciousness

Femme noire, femme noire, femme nue Vétue de ta couleur qui est vie, de ta forme qui est beauté

Black woman, black woman, Nude woman Clothed in your color which is life, your form which is beauty!

Emotions/Acting/Dramatization/Improvization, Conversation Starter

Performance Pedagogy/Embodied Learning Great for non-talkers!

Adapted from:

“Yo soy así”

By Gloria Fuertes

1918-1998

Madrid, España

Yo soy así

como me estáis viendo.

Yo soy así,

con nariz pinochil,

con hermosa nariz

(de pequeña no podía

jugar al “orí”).

Flequillo y entrecejo

acusado

- no me acuso de haber amado-

Vestida de soltera,

mi moda es no ir a la moda,

mi guerra es no ir a la guerra.

Soy más pacifista que artista

más humanista que feminista,

más alta que baja,

mis músculos

mis músculos

más fuertes que García...

Soy tímida y no lo parece,

soy poeta y sí lo parece,

soy gorda y sí lo parece,

soy soltera y no lo parece,

soy viuda y sí lo parece

soy niña y no lo parece.

Soy así...

Como me estáis leyendo.

Acéptame y mis imperfecciones;

Estas son las que me hacen perfecto.

Mi pelo no es áspero (coarse)

Es una corona Africana de gloria.

Mis labios no son grandes

Estos solamente son llenos de pasión,

Mi pelo no es rubio

Es un café Amerindio besado por el sol.

Acéptame y mis imperfecciones;

Estas son las que me hacen perfecto.

Yo soy producto de mi pasado,

No por selección

Mi sueño es ser más fuerte

Porque yo,

Yo soy débil y no lo parece

Yo soy tímida y no lo parece

Yo soy muchas cosas,

Pero no importa,

Acéptame y mis imperfecciones;

Estas son las que me hacen perfecto.

By Kris Anderson, 3rd semester student

Process Writing: 2-3 drafts

Title/Repetitious phrase: What

is the essence/personality/

voice of the poem. (Yo soy

así)

Stanza 1: Physical description

Stanza 2: What makes you who

you are? What has influenced

you? What has shaped you?

Give some rationale.

Stanza 3: Describe the intangible

traits of your personality. Go

deeper, tell us what might not

be apparent from simply

looking at you.

Instructions: Each stanza a

minimum of 3 lines. Not

necessary to rhyme or have

syllabic continuity.

Extensions?

Dualism: Sense of division between one’s own concept of self in conflict with the definitions imposed by the dominate culture.

Population Demographic

2000 (In millions)

2010 (In millions)

Increase from 2000-2010

Proportion of the total U.S.

population

White 211.5 223.6 6% Declined

75% to 72%

Latino 35.3

50.4 43% 16.3%

Black 34.7

38.9

12%

13.6%

Population Demographic

2000 2010

Latino 4.7% 8.4%

Black 21.6% 21.5%

White 72.1% 68.5%

Population Demographic

2000 2010

Latino 6.4% 11.9%

Black 25.3% 26.0%

White 66.2% 58.7%

Globalization What does this

activity reveal about relationships with other countries?

Why are manufacturers selecting these countries?

Advantages/ disadvantages What is your personal

responsibility as consumers?

Slavery in Mexico

• 1519-1650 Enslaved Africans first trafficked to Mexico

• 1619 Enslaved Africans first brought to Jamestown, VA colony.

• Conquistador: Hernán Cortés

• Spanish slaver: Mariscal de Castilla

12 million enslaved Africans brought to the New World

• brought to present day United States

• brought to present day Latin America

• 40% brought to French, Dutch, British territories.

Robinson, F., 2011, CLAS-Vanderbilt University

10%

50%

A Single Pioneer: First Mexican to Immigrate to Winston-Salem

1978 Biterbo Calleja-García came to Winston-Salem/

Kernersville area.

1978 Beginning hourly wage was $3.35/hr working 17 acres of tobacco.

1988 Calleja-García became legal resident

1992 Calleja-García got job pouring concrete earning $9.50/hr

2002 Calleja-García earned $18/hr

2010 (Eds. M. Jiménez Román & J. Flores). The Afro-Latin@ Reader: History & Culture in the United States. Duke University Press.

Compliments of Dr. Bobby Vaughn

La Diversidad de México: Costa Chica

Romualdo García

SOMOS NEGROS

Source: Reporte La Infancia Cuenta en México. 2009. Disaggregated data by the Be Foundation.

Figure 1: Mexican States with the Lowest Birth Registration Rates

Mexican Terms Costeño, costeñito

(from the coast) Chato (pug-nosed) Chinito (curly-haired,

Indian, servant/maid, slanted eyes, Chinese)

Trompudito (animal’s snout, angry)

Moreno (dark/brown skinned)

Negro; negrito (dark skinned, term of endearment)

(Lectura)

Darker Skin Tone

Trigueño Mulato Zambo Lobo Palenquero Isleño Raizal Prieto Moyo Jabao Colorado

Whiteness Terms Rubia (not

necessarily referring to hair color, but also light skin) (D.R.)

Jabao (African features, but light skin) (D.R.)

Blanquito (White) Gringo (U.S.

American/White) Gabacho (P.R.) Chela (Nicaragua) Americano (D.R.) Güero (Blondi,

White)

Dr. María Rosario Jackson

The Mexican Side: • “I am the United States-born daughter of an

African American man and a Mexican woman. I grew up in Los Angeles, but I spent my first 18 summers in Mexico City where my mother’s family lives.”

• “When I was a small child, my mother used to

claim that there was no racism in Mexico---everyone was Mexican.”

2010 (Eds. M. Jiménez Román & J. Flores). The Afro-Latin@ Reader: History & Culture in the United States. Duke University Press. p. 435

Senior researcher/director: Urban Institute, Washington D.C.

Critical Race Theory

Delgado (2000) wrote, “[Counter]stories, parables, chronicles, and narratives are powerful means for destroying mindset---the bundle of presuppositions, received wisdoms, and shared understandings against a background of which legal and political discourse takes place” (p. 61). Delgado, R. (2000). Storytelling for oppositionists and others: A plea for narrative. In R. Delgaldo, & J. Stefancic (Eds.), Critical race theory: The cutting edge. (pp. 60-70). Philadelphia: Temple University Press.

Afro-Colombian Census

Dr. María Rosario Jackson

What are you?

“I learned to depersonalize the categories and have become strategic when I check boxes. The boxes are no longer a source of emotional turmoil for me. I have learned how they are used and how to use them. I check them when I must but they don’t define who I am.” 2010 (Eds. M. Jiménez Román & J. Flores). The Afro-Latin@ Reader: History & Culture in the United States. Duke University Press.

BLACK AND LATINO

Engaging, Accessible, Connected, & Relevant (Glynn, C.): ACTFCL Language

One of the most memorable Afro-Hispanic presentations I gave

was to the classroom of Tamara Hughes in the Forsyth County School

District. At the end of the presentation, I asked, “Are there any

questions or comments?” After a slight delay and some prompting, a

brave white male student responded, “I feel like I have been learning

the same history for years. Social Studies is one of my least

favorite subjects. If I could learn stuff like what you are

teaching, I would love Social Studies.”

His comments were the foundation for the dialogue that followed.

Next, a student from El Salvador responded, “Living in the United States, I do not know very much history about my country, through your

presentation I learned a lot. I wish that I could learn more about my

culture in school.” Finally, an African-American student responded,

“Although I have friends who are White and who are Hispanic, we know

very little about each other’s culture and history.”

We want to hear from you!

Richard de Meij Cassandra Glynn

Krishauna Hines-Gaither

http://todaysmeet.com/AAS-SIG www.weboaal.com