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The Aftermath of “You’re Only Half”: Multiracial Identities in the Literacy Classroom 96 Multiracial Identities in the Literacy Classroom Children grapple with the complexities of race Elizabeth Dutro Elham Kazemi and what it means to claim membership in Ruth Balf racial categories.

The children in Ruth’s fourth/fifth- consulted books and the Internet, curricular move in this highly diverse grade classroom had been engaged for wrote reports, gathered artifacts, cre- urban classroom. Ruth wanted to weeks in a literacy project in which ated art projects, and, finally, put demonstrate that knowledge from they researched and shared an aspect together a poster presentation to share home cultures is valued, allow children of their cultural background. The chil- with peers from other classrooms. The time to share that knowledge with one dren interviewed their parents, project seemed to be an important another, and make visible the rich

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array of life experiences represented raised—that transformed the culture groups is a safe stance to take toward by children in this classroom. project from a rather straightforward a fraught topic. Yet, it is crucial to For the public presentations of their attempt to acknowledge and engage in the goal of “making race projects, the students stood beside celebrate diversity into a critical lit- visible” (Greene & Abt-Perkins, 2003) their posters and answered eracy project in which children grap- if we are to confront and understand questions as children visiting from pled with the complexities of race race as both a central way in which other classrooms walked around the and what it means to claim member- we define ourselves and one another room. It seemed to have gone well— ship in racial categories. In this arti- and as a construct that continues to an observer would have seen cle, we share these children’s be a significant factor in how our 97 students speaking knowledgeably experiences and reflect on what it society parses its resources.

and comfortably about their work takes to value multiracial identities The racial and ethnic diversity of Multiracial Identities in the Literacy Classroom as guests wound their way through and support children as they tackle this classroom—biracial children, the room, pausing to ask questions important issues of race that those first-generation immigrants from of individual children. It was only identities raise. Ethiopia, Eritrea, Pakistan, Mexico, after the visitors left that Ruth dis- second-generation Vietnamese and covered that the afternoon had not Finnish Americans, Native American, been a positive celebration for some Children grappled with and white children—shaped the students. Zack lingered in the class- the complexities of nature of the children’s discussions room after school, looking upset. He of race. How these issues play out in shared that two girls from another race and what it means classrooms is highly dependent on class had said, “He’s only half. He’s to claim membership the identities represented in the not really from South Africa,” when room. For instance, discussions of they viewed his project. He said, in racial categories. multiraciality would be very different “Why would they say that? That in a context such as Hawaii, where makes me mad. Just because I’m many people claim multiracial iden- not all African.” While they were tities. In this classroom, the biracial ENGAGING ISSUES OF RACE talking, Stephanie walked over and children’s experience contrasted to said that people had said the same IN THE LITERACY CLASSROOM that of the varied, but seemingly sta- thing to her. She said that It is neither common nor easy to ble, racial and cultural identities of sometimes people think she’s begin conversations about race with most of the other children in ways Indian, but she’s black and white. children. However, research shows that opened up a dialogue about the Ruth asked Zack and Stephanie that elementary students can concept of race and how it operates what they would like to do. She effectively engage with substantive in individual lives and in the larger offered to call a class meeting the issues of race and culture, and it calls society. As Williams (1996) notes, next day if they wanted to discuss for increases in opportunities for “No other social reality than that of these issues with their classmates. children to discuss these complex racially mixed people questions the They agreed that they would like to topics in school and for additional one-dimensional racial structure share their experiences. The next research on how these issues play out upon which America has founded morning, Zack, Stephanie, and their in classrooms (Comber & Simpson, and built its national identity” (p. 193). classmate Jeff (who identified as 2001; Enciso, 1997, 2003; Greene & The very presence of biracial experi- Filipino/white) led their peers in a Abt-Perkins, 2003; Sperling, 2003). ence changes the landscape of race, discussion that engaged complex Much of the talk about race that does opening to question the too-often issues of race and identity. occur in K–12 schools is centered on invisible and seemingly static The public presentations of the proj- racial discrimination (often discussed boundaries surrounding racial cate- ect resulted in feelings of hurt and as an issue of the past) and through gories. Attention to multiracial expe- frustration for these three biracial stories of key leaders of the civil rience allows for different kinds of students as other children questioned rights movement or other prominent conversations about race than could their claims to their own racial people of color (Banks, 1997). Fram- otherwise occur (Root, 1996). Given identities. However, it was also the ing racism as an issue of the past and the increasing number of biracial public presentations of the projects— confining talk about race to the and multiracial children in schools, specifically the issues of multiracial accomplishments of a select few it is crucial to consider multiracial identity that the presentations individuals from various “minority” identities in conceptualizations of LA_Nov2005.qxd 9/21/05 8:15 AM Page 98

critical literacy projects that engage norm by which other categories are launched the conversations we issues of race. measured that is at the heart of describe here took place in the sec- Engaging multiraciality in literacy racial inequality and is why “white- ond year of a two-year research necessarily complicates fixed ness is a construct or identity study of children’s experiences notions of racial categories. These almost impossible to separate from across literacy and mathematics three biracial children provided racial dominance” (Frankenberg, (Dutro, Kazemi, & Balf, in press; examples of times, both within the 1997, p. 9). Multiracial identities Kazemi & Dutro, 2002). The project culture project and at other points potentially disrupt the white/“of was a collaboration between 98 in their lives, when others had color” dichotomy and, thus, call university-based researchers in the (mis)placed them into racial into question the assumptions on fields of literacy (Elizabeth) and

Multiracial Identities in the Literacy Classroom categories. Their experiences which racial inequality is based. mathematics (Elham), Ruth, and the illustrate the conception of race that This may be particularly true when 23 children in this fourth/fifth- informs our perspective—a view of individuals claiming multiracial grade class. Elizabeth and Elham race as a socially constructed cate- identities can “pass” as white, as were often in the classroom, taking gory, rather than representing was the case with one of the observational notes, interviewing inherent traits or fixed meanings children in this classroom. children, and audio- and videotap- (Hall, 1990; Malik, 1996; McCarthey ing class discussions. & Crichlow, 1993; Omi & Winant, As we consider children’s racial 1994). We are socialized early to Engaging multiraciality identities, we think it is crucial to recognize racial categories that are in literacy necessarily also discuss our identities and how central to how individuals are they positioned us in relation to the sorted into particular social complicates fixed events we explore in this article. locations in society (Omi & Winant, notions of racial Supporting children in their under- 1986). As Orellana and Bowman standing of race requires that we as (2003) emphasize, social categories categories. adult educators examine our own such as those used to mark race and assumptions about and experiences ethnicity are too often treated as with race and identity. Ruth is mid- “fixed and often essentialized cate- dle class, lesbian, and white of Eng- SITUATING OUR INQUIRY gories rather than as multifaceted, lish background. Born in Scotland situated, and socially constructed AND OURSELVES and having lived in Canada as a processes” (p. 26). If children are In addition to racial and ethnic small child, she is a first-generation provided opportunities to confront diversity, the students in this class- American, yet is not perceived as and examine fixed racial categories, room spoke a total of nine home such because of appearance, they are more apt to see and ques- languages and included practicing language, and education. When tion the ways that those categories Muslims, Christians, and Buddhists, Ruth came out as a lesbian in her operate in society to the benefit or as well as poor, working class, and early thirties, she gained another detriment of groups of people. lower middle-class households. Our dimension to being an “invisible” Those fixed categories, and the understandings of the children’s minority. She often finds herself in stereotypes and assumptions that so encounters with race in this highly company that assumes she is often accompany them, leave all diverse classroom are informed by heterosexual, which helped her people of color “marked” by race in a broad view of literacy as a set of empathize with her students who ways that vary greatly, but that are practices that both shape and are were perceived by other students in almost always subordinate to white- shaped by the social and cultural ways that did not agree with their ness and that have very real effects context in which they occur. This self-perception. Elham was born in on social and economic positions in perspective also views literacy Tehran, Iran, and was raised as a the United States. In contrast, white practices as inherently political, Muslim. She is middle class, hetero- people in the United States often reflecting, revealing, and, sexual and not a person of color in assume themselves to be potentially, challenging power the American use of this term, but “unmarked” by race, for to be “of relations in specific contexts such neither is she white of European color” is to be something other than as classrooms and the wider ancestry. She identifies as Persian white (Frankenberg, 1997). It is this society (Gee, 1992; Hornberger, or Iranian and was regularly treated notion of whiteness as the assumed 2000). The literacy project that with malice in her youth because of

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Helping Ourselves and Students Understand White Privilege

White privilege is not a term that white teachers usually use Moore, V.A. (2003). Kids’ approaches to whiteness in to describe themselves or their view of teaching and learning. racially distinct summer day camps. The Sociological The term evokes deep discomfort and fear of being accused Quarterly, 44, 505–522. as racist. Yet, many classrooms reflect the mainstream culture Paley, V. (1995). Kwanzaa and me: A teacher’s story. that is dominated by whites and so are forums of white privi- Cambridge, MA: Harvard University Press. 99 lege. McIntosh (1997) explains white privilege as “an invisi- Thompson, A. (2003). Tiffany, friend of people of color: ble package of unearned assets which [you/they] could count Multiracial Identities in the Literacy Classroom White investments in antiracism. Qualitative Studies in on . . . like an invisible weightless knapsack of special provi- Education, 16(1), 7–29. sions, maps, passports, codebooks, visas, clothes, tools, and blank checks” (p. 122). This invisible package makes some Children’s Books (for adults, too) individuals more powerful than others and, at the same time, Ada, A. F. (1993). My name is María Isabel. New York: claims to be accessible to all but is not. Although the Ameri- Aladdin. can Dream promises that if people work hard enough they will advance, the reality is that color matters. Teachers claim- hooks, b. (2002). Be boy buzz. New York: Jump at the Sun. ing to be “colorblind” are demonstrating a worldview, hooks, b. (2002). Homemade love. New York: Jump at the although usually unintentionally, of saying they don’t see Sun. color and so are perceived as only seeing white. hooks, b. (2004). The skin I’m in. New York: Jump at the Our goal here is to support teachers in thinking and talking Sun. about issues of privilege among themselves and with Lee, S., & Kokin, L. (1992). Got me a story to tell. students as a way of raising consciousness and inspiring new A multiethnic book: Five children tell about their lives. ways of thinking about beliefs, access, power, and responsibil- San Francisco, CA: St. John’s Educational Threshold Center. ity.The following materials may be helpful in considering Machado, A.M. (1996). Niña Bonita. La Jolla, CA: Kane/Miller. white privilege. Mora, P. (1999). The rainbow tulip. New York: Viking. Professional Readings Pinkney, S. (2002). Shades of black. New York: Scholastic. McIntosh, P. (1997). White privilege: Unpacking the invisi- Tyler, M. (2005). The skin you live in. Chicago: University of ble knapsack. In B. Schneider (Ed.), Race in the first person: Chicago Press. An anthology (pp. 120–126). New York: Crown. —Ruth Trinidad Galván and Richard Meyer

her Iranian descent. Her two Her children are biracial launched a discussion that raised children are bi-ethnic Persian and white/Japanese American and each critical and complex issues of race, white. Elham felt a strong affinity of her children, who self-identify racial identity, and racial categories. to several groups of children in as biracial Asian Americans, has Excerpts from that debrief this classroom, especially new encountered adults and other chil- discussion represent how the immigrants and Muslim children. dren who (mis)categorize them. children and Ruth grappled with Elizabeth is middle class, these issues and illustrate the role heterosexual, white, and of the that multiracial identities played in mixed European, fourth-generation AFTER “YOU’RE ONLY HALF”: shaping the nature of their talk American heritage that is, GRAPPLING WITH RACIAL about race. These children’s words arguably, the ultimate “unmarked” and experiences provide the basis CATEGORIES racial category. She attended for our implications regarding the racially integrated schools and When the children met on the rug role that multiraciality might play never experienced having her the morning after the poster in engaging issues of race in racial identity called into question. presentations, the biracial children elementary classrooms. LA_Nov2005.qxd 9/21/05 8:15 AM Page 100

Prelude to the Debrief Discussion you would like to talk cerns. Given that much of this about? Whatever you discussion will invite the other stu- In anticipation of the visits from want to say. dents to “read” the biracial their peers in other classrooms, stu- Zack: Oh, the thing that children’s experiences, it is dents first took time to share their happened yesterday. I was important that Zack introduce the posters. After spending the morning really, really, like . . . mad topic and that the other two biracial reading, looking at, and asking each yesterday like at some children in the room follow his lead. other questions about the projects, people, at Miss B’s class Stephanie introduces quite sophisti- the class gathered in a circle. Ruth and Miss C’s class because cated language about racial 100 invited them to share one thing that they were like “You were categories to interpret the visiting they learned from someone else in from South Africa?” and

Multiracial Identities in the Literacy Classroom they were like asking me a children’s rude comments. This is the classroom. What followed was a whole bunch of questions. language that gets picked up by the rather straightforward sharing as group and appears periodically the children tried to contribute Ruth: Can you explain a little throughout the rest of the something unique to what had more about what you thought they were trying discussion. She locates herself and already been shared. For instance, to tell you and how? Zack outside of fixed racial they recalled very specific details, categories of black and white and e.g., the color of the flag, the name Zack: Well, the way I see it is begins to call the meaning of those of a game, particular words, rituals, that just because I’m not black that I can’t be from categories into question—“just kinds of candy. This sharing Africa. because we didn’t fit the category . . . contrasted sharply with the discus- doesn’t really mean anything.” She sion that would occur as a result of Ruth: Stephanie. then introduces an idea that captures the biracial children’s experiences Stephanie: I felt the same way too one of the primary arguments the with the poster presentations. because they were saying children raise throughout the “You are from Africa?” like really rudely. I just conversation—if it says it on the Launching the Discussion: poster then it should be accepted as “We didn’t fit the category” pretty much felt the same way Zack was feeling truth. The posters represent The morning after the public shar- because, just because, we children’s attempts to define ing of the projects, Ruth called the didn’t fit the category, themselves, to fix aspects of their children to the rug for a class meet- like the white category or identities to cardboard with glue and the black category doesn’t permanent marker, and they believe ing. Ruth began the discussion by really mean anything. I those self-claimed identities should praising the children’s work on the mean if it says that on culture projects. She told them that the poster, then they be accepted by peers. However, even many people in the school had should accept that. as Zack and Stephanie argue that the categories of black and white complimented them on their work. Ruth: um, Jeff. She said, “Mostly what you wrote “don’t mean anything,” it is in rela- and you showed were things that Jeff: Ms. C’s class, a girl, um, I tion to those categories that they are you knew about. You didn’t do bor- think, yeah, it was a girl, defined by others, and they use the and she says [mocking terms associated with those ing reports about things that you voice], “You’re Filipino?! categories to talk about themselves. didn’t understand. You did reports No way. I don’t believe that were real, about stuff that you you.” And, I didn’t like Jeff shares his own experience of found interesting and that you that ’cause it doesn’t mat- having his racial identity questioned. wanted to tell us. So people were ter what color you are, it Jeff’s is an interesting story of racial just darned impressed with you.” just matters where you identity and the assumptions we come from and who you She emphasized the original goal of make. We had known Jeff through are. the project—to explore topics that his fourth- and fifth-grade years in had personal meaning and this classroom. It came as a surprise Zack begins to speak before Ruth significance. Ruth then opened the to us and to his peers when he chose finishes her opening question. It is floor. the Philippines for his culture project at his and Stephanie’s request that and began to talk about himself as this meeting is being held and he Ruth: So what thoughts do you Filipino. We had assumed Jeff was have on your minds that seems anxious to introduce his con-

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white, but, in fact, his mother was Tavor’s comment serves to confirm me, but they don’t know me biracial and his grandmother had and affirm the stories of the biracial like that, my culture. been raised in the Philippines. His children. This exchange is also the Ruth: And the problem, you know, classmates initially questioned the point at which biraciality is described the people who this gets focus on the Philippines, but they as being “half” for the first time, with uncomfortable, are people who soon accepted that he had a Zack and Jeff criticizing their peers’ are mixed, people who have legitimate claim to that country and use of “only half” to describe them part of this heritage and part Jeff became Filipino over the course and Jeff using “half” to describe him- of this heritage, and so then they don’t end up fitting of this project in the eyes of his self. The biracial children were being anywhere. Like when people 101 classmates. Jeff, who had been con- judged by others—and positioning look at you they don’t quite

structed as white based on his themselves—against a presumption of know how to judge you, like, Multiracial Identities in the Literacy Classroom appearance, was then constructed as the racial “purity” of their peers. “oh, what is he?” Filipino based on his expressed They are “half” in comparison to claim to Filipino heritage. He saw classmates who are “whole.” Jeff’s Tavor raises the issue of the biracial himself as different from the other children’s legitimate claim to their white children in his class, and his countries in comparison to those classmates, too, began to categorize Who you are is children in the class whose families recently immigrated. When he refers him differently. In this excerpt, Jeff something that you explicitly introduces “color” as a to “us” and “we” in “people look at marker of racial identity for the first get to determine. us and say we’re from Africa,” he time in the conversation. Of the means the group of children in the three biracial children in the class, class whose families relatively Jeff is the only one who would be recently immigrated from African classified “white” on the basis of his suggestion that legitimacy is not countries, emphasizing once again appearance. Indeed, it is his based on appearance but on knowl- the particular ways that issues arose whiteness that led other children to edge seems an important argument given the cultural make-up of the question his claim to their category for someone whose appearance posi- class. Who can question your legiti- (as the next excerpt will show, the tions him outside his claimed mate claim to a country in which children believed that the girls who identity—he may not fit neatly into you or your parents were born? If questioned Jeff were Filipino). Jeff others’ assumptions about racial cat- you’ve recently lived in the country argued that racial identity is based egories, but having knowledge of the you are studying, then surely you on “where you are from” and “who Philippines makes him as or more must represent, both physically and you are,” neither of which can be legitimately Filipino than those who culturally, who people in that coun- determined by the color of your skin. were questioning him. try are. Zack argues that identity is something that lies within—who you are is something that you get to Claiming Legitimacy: “They don’t Asserting Identity: “You’re only half” determine; it can’t be competently know me like that” Tavor: When I was doing my work I judged on superficial information, heard that some, like, girls, Tavor: People look at us and they say such as names, and is certainly not they—that were Filipinos—they we’re from Africa. But, then, visibly apparent. Ruth affirms Zack’s said to the girl, like, “you know Zack comes and says he’s comments, emphasizing that biracial Jeff, he’s only half Filipino.” from Africa and they think people don’t fit into others’ preexist- he’s not. Jeff: Yeah. ing racial categories, which might Ruth: So they will say he doesn’t Zack: That’s what they said to me, lead others to question biracial peo- look like, he’s not as dark as “You’re only half.” ple’s self-defined identities. you, you’ve got [certain kind Ruth: So, the message you were get- of] hair, therefore . . . ting was that if you were only Questioning Assumptions: Zack: Therefore, he’s not black and half, some way or another, it “People thought I was Indian” he’s not from Africa. But, they doesn’t count. say that cause they don’t know Zack: In my old school, people Jeff: I can know more stuff about me. Yeah, and people can’t thought I was Indian, because the Philippines than they do say that. They may know my I’m tan like this. And, then, and I’m half. name or something else about like, in the summer, I get darker LA_Nov2005.qxd 9/21/05 8:15 AM Page 102

and then when I went to one human thought rather than as fixed Zack explicitly engages whiteness as more school . . .oh, yeah, it realities. This provides an opening a possible mask for other racial was the next year at that for Jeff to explain his “lightness,” identities. school, and they were like, as opposed to his whiteness, and “you’re black now!?” [laughter] why he is thought of as white. He Zack: So, look, Jeff is white. And, how They thought I had, like, a twin many other white people are brother or something. asserts that it is not right that oth- there in this classroom? [Some ers judge him as white, and Ruth of the children and Ruth raise Ruth: So, you get thought of as being agrees, affirming his indictment of Indian. Stephanie said some their hands. Zack counts softly 102 people think that you’re Mexi- all of us sitting in the room who to himself] OK, there’s 8 people. can or Indian [Stephanie had, in fact, made just that There’s 8 white people. And, how many of them are, but are Multiracial Identities in the Literacy Classroom nods], and Jeff, do you usually judgment about him. get thought of as being white? different? How many are like different from regular white? Jeff: Yeah, and from like. . . well, Zack explicitly my dad was, I think my dad We find this a powerful moment in was from Scotland or England. engages whiteness as the conversation. Imagine the Ruth: Right. a possible mask for children, sitting in a circle on the floor, white children with hands Jeff: So, that’s why I’m light. other racial identities. raised and Zack counting them. The Ruth: So, people just make that argument he is forming relies on judgment about you. others self-identifying in particular Jeff: Well, they can’t make that Each of the biracial children is an ways. His argument also relies on judgment. example of the complexities within constructing Jeff as “white,” but not racial categories—Zack and Stephanie “regular white.” Zack is forming a Ruth: Well, they can. Well, they do. certainly refer to themselves as sophisticated argument about racial Jeff: Well, they do. It’s not right. examples of how assumptions of categories and identity. The racial Ruth: But it’s not right. identity can’t be made based solely category “white,” he suggests, masks on color. However, Jeff becomes the difference—you may look white and Zack begins this exchange with an ultimate example of the complexities not be white at all. As in his earlier important point about the mutabil- that color can mask because he can example of being read as “Indian” ity of skin color. His story illustrates “pass” in ways that Zack and one month and “black” the next, he his sense of the absurdity of catego- Stephanie cannot. Zack and makes the point that racial rizing on the basis of skin color Stephanie are always “of color,” it is categorization based only on when, in his case, it can simply be a just not readily apparent to others appearance is meaningless—make a matter of spending a summer in the how to classify them. Jeff’s racial quick judgment and you’re likely to sun that causes other people to read classification seems straightforward, be wrong. Sitting on the floor his race differently. Surely, there yet he is “different.” His apparent among them could be any number must be a twin—he couldn’t be Zack whiteness leaves him “unmarked,” of white people who are not really the Indian one month and Zack the with all the privileges that ascribes, white, are not “regular” white. African American the next. Zack’s yet he works hard in this Zack’s questioning of whiteness has peers attempted to fit him into conversation to construct a “marked” significant implications, for destabi- racial categories that were familiar whiteness for himself. Jeff serves as lizing the category ‘white’ shakes the and understood, constructing him the perfect example around which very foundation on which racial dif- according to their understanding of Zack can construct an argument in ferentiation and inequality is built. the intersection between racial cate- the next exchange about the A “regular” white still exists in his gories and skin tone. Ruth differences that might be masked by argument, but only through self- continues his emphasis on the racial categories. designation is it possible to differen- mutability of categories by framing tiate regular white from different white. If whiteness is not pure, can- her next comment with “you get What Categories Mask: thought of as being” members of not be presumed “regular,” then it “Different from regular white” particular racial groups, thereby can no longer retain its claim as the putting categories into question and Following Jeff’s comments about norm against which other categories framing them as constructs of his own relationship to whiteness, are labeled inferior.

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LESSONS LEARNED Recognizing the Literacies of Race long as race is seen as “other than that We and Our Students Live whiteness” and is a topic met with Ultimately, the research, writing, draw- in Classrooms uneasiness and denial by those with ing, and gluing that consumed the racial privilege. children’s time during the culture proj- One of the reviewers of this article We see two moves of self-reflection as ect were not ends in themselves, but stressed that a crucial question in necessary for teachers who want to instead served as an opportunity to raising issues of race with children is, engage with issues of race in literacy explore important ideas about race “Who is taking up the emotional classrooms. First, teachers need to that were raised through the biracial work of learning these new literacies examine their own relationship to race 103 students’ experiences. As the of race?” This question resonated and how their racial positioning marks experiences of these students make with us and pushed us to consider them or not, privileges them or not. Multiracial Identities in the Literacy Classroom clear, these issues are complex and the how our own racial positions impact This self-reflection moves beyond shape that children’s experiences will the kinds of conversations about race acknowledging racial positioning; take is intimately bound to particular that can and should occur in examining that positioning involves contexts. However, we believe that classrooms and how the emotional thinking very specifically about how these children’s experiences have work of taking up these issues is dis- race functions in our lives. What can implications for all literacy classrooms. tributed in classrooms. Indeed, one of our worries is that this emotional we know and not know about race based on our own marked or unmarked Multiracial Identities and Literacies work can fall largely on children who positions? Critical race theorists assert of Race in Classrooms identify as multiracial and on other children of color, and we believe it is that this effort to make race and its First and, perhaps, most important, the crucial to avoid the trap of using stu- functioning visible should involve the conversations led by the biracial chil- dents of color to “teach” white telling of stories, stories that illustrate dren provide an example of how mul- students and teachers about race the very real, everyday ways that race tiracial identities challenge the mirage (Banks, 1997). Because of the role makes a difference (Delgado, 1990; of stable and static racial categories these biracial students played in Ladson-Billings & Tate, 1995; Williams, and introduce new “literacies of race” bringing their issues to the class and 1996). For white teachers, crafting in the classroom. These biracial in leading the discussion, we see the these stories requires seeing children pointed to their own and oth- debrief discussion as avoiding this themselves as having a race—it ers’ racial categories, including white- ness, and, thus, began to question the dichotomy between “white” and “of Questioning the “purity” of whiteness and the color.” This is in contrast to the litera- “otherness” of “of color,” is to question the myths cies of racial categorization that were clearly in play during the poster upon which racism rests. session; the children visiting from other classrooms expected the students’ projects to meet their trap, but it is an issue that requires requires seeing whiteness as race assumptions for how someone from care and represents a risk of this rather than an unmarked norm or the country or culture looked. Clear work. Another aspect of the “unpacking the invisible knapsack” multiracial identities—the ability to “emotional work” issue involves the of white privilege (McIntosh, 1990). point to parents of different racial marked or unmarked racial positions Second, we must become aware of our backgrounds—do disrupt the idea that inhabited by adult literacy educators own willingness to engage issues of all people can be placed into the cate- and how those positions necessarily race and acknowledge and explore the gories we know so well. However, as impact how teachers and students role that race plays in sustaining Williams (1997) argues, the even more experience race in classrooms. For inequity in our schools and society. Are difficult, but important, move is to instance, the decision of white teach- we uncomfortable when race is raised then question the stability of those ers to engage with issues of race is as an issue? What is the source of that assumed stable racial identities, as itself a sign of privilege (non-white discomfort? Maybe being one of the Zack did for whiteness. Questioning teachers do not have the luxury of only non-white teachers in a school the “purity” of whiteness and the “oth- opting not to think about race). makes a teacher feel spotlighted when- erness” of “of color,” is to question the Williams (1997) argues that the status ever race enters the conversation; myths upon which racism rests. quo of racial inequity will remain as maybe a white teacher feels guilty and LA_Nov2005.qxd 9/21/05 8:15 AM Page 104

defensive at the idea that well-meaning at the request of children. Although The texts we bring to the classroom white folks can unconsciously perpet- some children spoke more than oth- and the questions we ask are yet uate racism. Do we believe that race ers in these meetings, most seemed another aspect of the context we continues to play a central role in sus- comfortable with the process and build for engaging literacies of race taining inequity and that we have a counted on this forum as an oppor- in the classroom. As in the culture role to play in challenging that status tunity to raise concerns. project, the nature and focus of con- quo? What are the consequences of One way to consider how to build versations of race are often organic our answers? What are the stories that classroom contexts for complex dis- to children’s experiences within par- 104 lead to our answers? These are stories cussions is by learning from other ticular projects. However, we have that can be shared with children. Chil- teachers’ attempts. Ruth’s role was long known that literature provides

Multiracial Identities in the Literacy Classroom dren will, as these students did, have crucial to how this case unfolded one of the richest contexts for their own stories to share. This kind of and raises issues about what teach- beginning and sustaining conversa- self-reflection is emotional work, and ers might need to learn to skillfully tion on important issues. Reading we should at least ensure that we facilitate conversations with and discussing literature with share the emotional work that will children about identity and social multiracial characters and themes befall children like Stephanie, Zack, categories. As Gay (2000) can both validate the experiences of and Jeff whenever we take on issues emphasizes, the teacher enacting children who claim those identities of race in classrooms. conversations about race needs to and serve as contexts through which act as “cultural mediator,” helping to raise issues of racial categories Conversations about students to build understandings of and how they are constructed. differences. At the very least this Although there are too few books at race require particular requires some comfort with the elementary level that include contexts—safe spaces discussing issues of race, some multiracial characters or explore issues of multiracial identity, we in classrooms, outlets effective frameworks for leading those discussions, and the creation have included a selected list of both for teacher learning, of classroom communities where fiction and nonfiction titles that make multiracial experience visible and texts. complex issues are routinely discussed in a safe atmosphere. (see Figure 1). Cases like this one can provide rich Whether discussions of race are texts for teachers to study raised through children’s projects or Creating Contexts collectively. Cases of critical literacy through the literature we bring into for Examining Race in practice can strengthen teachers’ classrooms, teachers can encourage Conversations about race require capacity to anticipate and respond critical discussions by posing ques- particular contexts—safe spaces in productively to the tensions that tions that encourage children to classrooms, outlets for teacher learn- such enactments will undoubtedly view issues from multiple ing, and texts. The conversations that create. Through reading and talking perspectives, to interrogate their occurred in the debrief discussion with one another about our own own and others’ assumptions, and to required a safe space in which to air and others’ classroom practice, we think about how ideas about race important ideas and relate personal can examine the opportunities construct us even as we question experiences. The students were used gained and missed and the discom- those ideas. The paths to supporting to gathering on the rug for forts and tensions that are part of a critical literacy classroom are discussions. These conversations engagements with the complex, many, but we suggest the following occurred each week as a routine way emotionally fraught, and crucially questions, culled from our reading of in which to review the week’s events important topic of race. Such work research and theory in critical liter- in the classroom and provide oppor- can help teachers gain a much acy, as effective starting points for tunities for children to raise issues deeper awareness of curricular pos- critical discussions of race: that they felt needed to be discussed. sibilities, strengthening our own Through this practice, the children understandings of racial categories • Who benefits [from this text, learned to frame their comments and how we and the children we practice, situation]? positively and constructively. Ruth teach are positioned and position • In whose interest [is this written, is also called class meetings to discuss ourselves within and outside of this policy made, was that statement specific issues, either on her own or those categories. made]?

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Ada, Alma Flor. (2002). I Love Saturdays y Domingos. New York: Atheneum. A girl recounts the joy of her weekends, Saturdays spent with her Euro-American Grandma and Grandpa, and Sundays (los domingos) with Abuelito and Abuelita, her Mexican-American grandparents. Adoff, Arnold. (1992). Black Is White Is Tan. Illus. E. McCully. New York: Harper Collins. A day in the life of a White/African American family, this was the first children’s book to feature an interracial family when it was published in 1973. Burstein, Fred. (1993). The Dancer. New York: Simon & Schuster. A Japanese American/Latina girl walks through her city neighborhood with her father on the way to dance class. 105 Cisneros, Sandra. (1997). Hairs/Pelitos. New York: Dragonfly.

Through descriptions of the kinds of hair in one multiracial Latino family, a girl and her mother discuss the diversity within their Multiracial Identities in the Literacy Classroom family. Davol, Marguerite. (1993). Black, White, Just Right! New York: Whitman. An African American/White girl celebrates the diversity within her family in descriptions that challenge stereotypes. Gaskins, Pearl Fuyo. (1999). What Are You? Voices of Mixed Race Young People. New York: Holt. This collection of interviews, essays, and poetry by 40 young adults ranging in age from 14 to 26 relates their experiences growing up in the United States. Their racial identities represent a wide blend of cultures: European, African, Asian, Native American, Jewish, Arabic, Caribbean, Hispanic, and Pacific Islander. Hamanaka, Sheila. (1999). All the Colors of the Earth. New York: Harper. This beautifully illustrated text describes a diverse array of children’s skin tones and hair in terms of natural phenomena (“. . . the roaring browns of bears”; “. . . hair that curls like sleeping cats in snoozy cat colors”). Igus, Toyomi (2001). Two Mrs. Gibsons. Los Angeles: Children’s Book Press. A narrator describes her life growing up with her African American grandmother and Japanese mother. She contrasts the women’s habits, attitudes, and personalities, and the activities she shares with each. Kaeser, Gigi, & Gillespie, Peggy. (1997). Of Many Colors: Portraits of Multiracial Families. University of Massachusetts Press. Photographer Gigi Kaeser and interviewer Peggy Gillespie profile 39 families with multiracial children. The authors explore the joys and frustrations inherent in being multiracial in a country that officially recognizes only five racial categories. Monk, Isabel. (1998). Hope. New York: Carolrhoda. An African American/White girl visits a favorite aunt and, learning the story behind her name, feels proud of her biracial heritage. Wing, Natasha. (1996). Jalapeno Bagels. New York: Atheneum. When Pablo must bring something to share for his school’s International Day, he wants to bring something from his family’s bakery and finally decides on jalapeño bagels—a choice that reflects his Mexican American and Jewish heritage.

Figure 1. Annotated bibliography of children’s books featuring multiracial characters

• What was the purpose [of the text, • What language do we use to talk lack of script, and the uncertainty it practice, policy, statement]? about these issues? signals, may be one reason why • How would someone else [or a dif- • Where do those terms come from? research shows a dearth of critical ferent character] have experienced discussions of race in elementary These questions are starting points, this differently? classrooms; second is that our liter- trailheads, on a largely uncharted, acy curricula are increasingly • What beliefs (or values or but very important, journey. scripted (literally), and this surely assumptions) about race lie behind makes it even more difficult to cre- that statement (or action)? FINAL REFLECTIONS ate space for the critical work of • What would you have done No map, no recipe, no script exists engaging the literacies of race that differently? for how to effectively engage we and children live within and out- • Have you ever experienced children in discussions of race. We side of classrooms. However, it is something like this? are distinctly aware of two things imperative that we forge ahead to • Why haven’t you (or why have you)? as we write this—first is that this create that space. As Enciso (2003) LA_Nov2005.qxd 9/21/05 8:15 AM Page 106

explains, it is important to attend to References relevant instruction for African American “strategies and pedagogies [that] are Banks, J. (1997). Multicultural education: students. Journal of Negro Education, 64, deliberately constructed to create a Issues and perspectives (3rd ed). Boston: 378–391. space for the possibility of not Allyn & Bacon. Ladson-Billings, G., & Tate, W. F. (1995). knowing” (p. 173). This is demand- Comber, B., & Simpson, A. (2001). Negotiat- Toward a critical race theory of education. ing work, but necessary if we are to ing critical literacies in classrooms. New Teachers College Record, 97, 47–68. challenge racial inequity. York: Lawrence Erlbaum. McCarthey, C., & Crichlow, W. (1993). Race, identity, and representation in education. Ladson-Billings (1992) emphasizes Delgado, R. (1990). When a story is just a story: Does voice really matter? Virginia New York: Routledge. 106 that teaching should involve Law Review, 76, 95–111. McIntosh, P. (1990). White privilege: Unpack- students and teachers engaged in a Dutro, E, Kazemi, E., & Balf, R. (in press). ing the invisible knapsack. Independent Multiracial Identities in the Literacy Classroom collective struggle against the status Making sense of “The Boy Who Died”: School, 49, 31–36. quo. Arguably, the status quo is Tales of a struggling successful writer. Malik, K. (1996). The meaning of race: Race, challenged only if an activity such Reading and Writing Quarterly. history, and culture in western society. as this classroom project enters into Enciso, P. (2003). Reading discrimination. In New York: New York University. the territory—or similarly complex S. Greene & D. Abt-Perkins (Eds.), Making Omi, M., & Winant, H. (1994). Racial forma- terrain—raised in the debrief discus- race visible: Literacy research for cultural tion in the United States from the 1960s to sion. Had that discussion not understanding (149–177). New York: the 1990s. New York: Routledge. occurred, some of the children may Teachers College. Orellana, M.F., Bowman, P. (2003). Cultural very well have left the project with Enciso, P. (1997). Negotiating the meaning diversity research on learning and devel- ideas about the food, games, and of difference: Talking back to opment: Conceptual, methodological, and religion of some of the cultures rep- multicultural literature. In T. Rogers & A. strategic considerations. Educational Soter (Eds.), Reading across cultures (pp. Researcher, 32 (5), 26–32. resented by their classmates. The 13–41). New York: Teachers College. biracial children would have left the Root, M. (1996). The multiracial experience: Frankenberg, R. (1997). Displacing Racial borders as the new frontier. Thou- project with no outlet for the anger, whiteness: Essays in social and cultural sand Oaks, CA: Sage. frustration, and confusion they felt criticism. Durham, NC: Duke University. Sperling, M. (2003). Tenth-grade literacy and when others questioned their right Gay, G. (2000). Culturally responsive teach- the mediation of culture, race, and class. to their claimed racial identities. ing: Theory, research, and practice. New In S. Greene & D. Abt-Perkins (Eds.), Mak- Given the debrief discussion, Zack, York: Teachers College. ing race visible: Literacy research for cul- Stephanie, and Jeff were able to Gee, J. (1992). The social mind: Language, tural understanding (131–148). New York: assert their identities as biracial ideology, and social practice. New York: Teachers College. people, and the children left the Bergin & Harvey. Williams, T.K. (1996). Race as process: project with some sense of the com- Greene, S., & Abt-Perkins, D. (2003). Making Reassessing the ‘what are you?’ encoun- plexity of racial categories and the race visible: Literacy research for cultural ters of biracial individuals. In M.P. Root myths inherent in preconceptions of understanding. New York: Teachers Col- (Ed.), The multiracial experience: Racial borders as the new frontier (pp. 191–210). what those categories mean. Our lege. Thousand Oaks, CA: Sage. story of this classroom provides an Hall, S. (1990). Cultural identity and example of children engaged in the diaspora. In J. Rutherford (Ed.), Identity: critical work of identifying and Community, culture, difference questioning the racial positions on (222–237). London: Lawrence & Wishart. which racial inequity is built. That, Hornberger, N. H. (2000). Bilingual possibil- Author Biographies demands and all, is worth doing. ity. Anthropology and Education Quar- terly, 31(2), 173-201. Elizabeth Dutro is assistant professor of Authors’ Note Kazemi, E., & Dutro, E. (2002). Stories count: literacy at the University of Colorado at Our thanks to Patricia Enciso for conversa- Children’s experiences in literacy and Boulder. Elham Kazemi is associate tions in which she used the term “literacies mathematics. Symposium presented at professor of mathematics education at of race,” a term that we found very helpful the International Conference of the the University of Washington. Ruth Balf to describe the lived experiences and Learning Sciences, Seattle, WA. is a fourth/fifth-grade teacher in Seattle discourses of race that circulate in Ladson-Billings, G. (1992). Liberatory conse- Public Schools. classrooms. quences of literacy: A case of culturally

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