Chinese migrant laborers Discussion Question Answer just one of the four questions below in a paragraph or more, and then include the REFLECTION (another p

Chinese migrant laborers Discussion Question Answer just one of the four questions below in a paragraph or more, and then include the REFLECTION (another paragraph or more) described below them. The questions relate to the material the are uploaded. Question 3 and the REFLECTION are examples of what is called “comparative race and ethnicity,” that is, looking at how the history and culture of two or more ethnic groups are connected or interrelated. Based on what you’ve learned from the Ronald Takaki reading , what were the earliest origins of indentured labor in the U.S. colonies, and who were the original indentured laborers? How did indentured labor develop into chattel slavery?Based on what you’ve learned from the Ronald Takaki reading , what was the social experience of Chinese migrant laborers like in the U.S.? How were they treated by businesses and politicians? How were they pitted against other ethnicities in the labor market?In what ways was the history of the introduction of Chinese migrant labor connected to the end of African-American chattel slavery in the United States? In what ways were their experiences of labor, servitude, or exploitation similar or different?Based on what you’ve learned from the Ronald Takaki reading on the history of Mexican-Americans, or Chicanxs, how is their experience of becoming a part of U.S. labor different from the experiences of African-Americans and Chinese-Americans? (Hint: Think about geography). REFLECTION: Based on which question you chose to answer, how does what you’ve learned differ from or present a different perspective than what you may have been taught before in school (i.e. K-12 education in the U.S. or primary/secondary school in other countries)? Do you see any historical parallels between the experience of African-American slaves or Chinese laborers in the past with the experiences of Chicanx and Latinx migrants in the U.S. in the present? THE “TEMPEST” IN THE WILDERNESS
The Racialization of Savagery
A Different Mirror, Chp. 2
by Ronald Takaki
Key Ideas
• The English colonization of North America was
facilitated by the racialized construction of the
Native inhabitants as “savages.”
• William Shakespeare’s The Tempest provides
an allegorical insight into English attitudes and
perceptions of colonization and Native people.
1611
• The Tempest is presented for the first time
before British audiences.
• “a masquerade for the creation of a new society in
America” (Takaki, 25)
• “invites us to view English colonization not only as
imperialism, but also as a defining moment in the
making of an English-American identity based on
race” (Takaki, 26)
• first ever representation of an “Indian” on a British
stage
The Tempest
• Prospero – Duke of Milan; exiled with his daughter, takes
possession of an island, plot centers on his use of magic spells
and how he redeems himself by wedding his daughter,
Miranda, to Ferdinand, the king’s son,
– suggests the English colonizer
• Caliban – (anagram for “canibal”) a native inhabitant of said
island, who becomes subservient to Prospero, desires
Miranda
– suggests the Native American
The Tempest, English colonization, and
imperialism
• colonialism – A policy by which a nation
maintains or extends its control over foreign
dependencies.
• imperialism – The policy of extending a
nation’s authority by economic or political
means over other nations.
The Tempest was “first performed after the invasion
of Ireland before the colonization of New England.”
Other definitions of colonialism and
imperialism
• colonialism
– control by one power over a dependent area or
people; a policy advocating or based on such control
• imperialism
– the policy, practice, or advocacy of extending the
power and dominion of a nation, especially by direct
territorial acquisitions or by gaining indirect control
over the political or economic life of other areas
– broadly, the extension or imposition of power,
authority, or influence
the social construction of race
• P. 33
– “All if these cultural constructs of Indians at this point in
time were either the fantasy of Shakespeare or the
impressions of policymakers and tract writers in London.”
– Establishing, defining, and perpetuating notions about a
people or culture through social customs and processes ,
such as laws, policies, published documents (tracts,
scholarship), literature, mass media, etc.
– Creating categories of people; taxonomy
• not necessarily based on empirical facts, but
impressions and ideas about a people or culture
The English define
“civilization” vs. “savagery”
• “civilization”= us
• “savagery” = them
– socially constructed ideas that use racial terms
– applied in three sites:
• Ireland
• Virginia
• New England
Ireland
• Ireland was still being colonized at the time of the play’s
premiere.
• The Irish were viewed as “savages.”
– This set the model for ideas that would be applied to other
Native peoples.
• How and why were both the Irish and Native Americans viewed
this way?
– They had no sense of private property.
– They had no enclosed lands, gardens, or orchards developed
purely for agricultural surpluses; their agriculture was based
on collective subsistence.
– They lived in settled villages and towns, no major cities.
The Tempest in America
• allusion to the main land off the
“Bermoothes” (Bermuda)
• Shakespeare
– knew officials who had participated in the
colonization
– was familiar with the accounts others gave of
the land and its people
• natives were brought back to England as
“savages” for exhibit
English colonization
• Virginia
– An agricultural colony; influenced and sustained by
Native American customs
– the competition for resources leads to conflicts;
• How does imperialism and the goal of developing
mercantilism play a role in this situation?
• The colonists wage total war against the Native
Americans
– but notions of “nurturing” the Natives still exist
– Jefferson; raised in Virginia, familiar with local Native
culture
• What is his position on Native Americans? (p. 47-50)
New England
• Settled by the Puritans; escaping religious persecution and status
as outcasts in England;
– “city upon the hill” (John Winthrop)
– religious beliefs heavily influence social constructions of race
• Natives = “uncivilized” = more into their bodies
(passions, pleasures of the flesh), than their minds?
• tied to morality
• “The social construct of race occurred within the
economic context of the competition for land.” (Takaki,
39)
• Natives are “demonized”; removal regarded as an ‘act of God’
(diseases)
• less fertile land available; rise of agriculture and
mercantilism, but no staple crop in the region
In general,
• rise of plantations
• removal, relocation, and genocide
perpetuated against Native Americans
• rise of indentured servitude; antecedents
of “American labor”
THE ‘GIDDY MULTITUDE’
The Hidden Origins of Slavery
A Different Mirror, Chp. 3
by Ronald Takaki
Caliban as African slave:
social constructions
• bastard child of a demon and Sycorax
– “a witch who had lived in Africa”
• negative connotations associated with people
of African descent in English society
– sexualized (Caliban desires Miranda)
– ‘dark’ = negativity
– Africans = “apes”
Sycorax
• “Greek in origin; ‘sus’ means ‘swine’ while
‘kórax’ means ‘raven’. Together it is ‘swineraven’.”
• “the literal translation of Sycorax from its Greek
‘Es kóraskas’ to idiomatic English is ‘Go to Hell.’”
– “The Tempest Witch Project,” by Melissa Glossup
– http://drama.pepperdine.edu/shakespeare/tempest/
Emergence of American laborers
• Early to mid 17th Century: “most workers
were white indentured servants”
– England
– Germany
– Ireland
• many came involuntarily
• kidnapped; Irish “slave-trade”
Native and African slavery
• Why did Indian slavery not develop?
• African enslavement
– captured in their homeland; tribal wars and raids
create captives
– sold to Dutch slave traders
• See also “Is Yellow Black or White” by Okihiro
– initially brought to the colonies as indentured
servants
European and African indentured servants:
the new “American” labor class?
• common condition = unfree laborers
• miscegenation (race-mixing) in the
early 17th century?
– (p. 55-56)
From indentured to slave
• Mid 17th. Century
– Euro and African indentured servants are gradually
distinguished from each other.
– “special treatment”; further limits on individual freedoms
for Africans
– European servants are severely punished, but Africans
were made servants for life;
– more valuable than white indentured labor, “due to longer
period of bound service” (life!), but degraded as slaves
– “status of property” (p.57)
Slavery and the Colonies
• Virginia – rise of tobacco; institutes slavery;
influenced by use of slaves on plantations in
the West Indies
• New England – no staple crops, less demand
for labor, slavery does not develop to the scale
of Virginia’s plantation economy
Race and Religion
• See Takaki, p. 59
– Africans and Christianity
– Virginia laws limit social status, irrespective of
religion.
– What is the intersection of culture (religion) and
race here? What kind of delineation is set?
The Tempest and Class Issues
• Trinculo – the jester
• Stephano – the butler
• They form an alliance with Caliban, the
Native.
Fear of Class Warfare
• The problem: laws intensify the division and
separation between “white” land owners/merchant
class and “white” freemen, who can’t purchase land.
• “White” freemen in America become more
frustrated with institutionalized classism.
• Elites fear class solidarity between blacks and whites
and the possibility of a rebellion against the rich.
Bacon’s Rebellion
• What happened? What purpose did it serve?
• the aftermath
– Black servants gradually separate from whites;
more “special treatment” (punishment)
– denying Blacks rights based on the color of their
skin
– in VA: elites pit whites and blacks against each
other; blacks’ civil liberties are severely curtailed
(p.67)
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