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Aminata Camara, Maya K., Lafia T., Oxana Chi and Layla Zami are middle-class, highly educated women in Germany and come from families of mixed African European heritages. This ethnographic study traces the coming of age as person of African descent in Germany born in the 1980s with a focus on the city of Frankfurt. Silvia Wojczewski follows the paths of five women and shows how the practice of travelling is used as a way to connect to transnational families and to an Afrodiasporic heritage. Zooming in on five lives, she reveals the ways in which class, diaspora and kinship relations influence how the women understand themselves and their position in the world.
In Kincraft Todne Thomas explores the internal dynamics of community life among black evangelicals, who are often overshadowed by white evangelicals and the common equation of the “Black Church” with an Afro-Protestant mainline. Drawing on fieldwork in an Afro-Caribbean and African American church association in Atlanta, Thomas locates black evangelicals at the center of their own religious story, presenting their determined spiritual relatedness as a form of insurgency. She outlines how church members cocreate themselves as spiritual kin through what she calls kincraft—the construction of one another as brothers and sisters in Christ. Kincraft, which Thomas traces back to the diasporic histories and migration experiences of church members, reflects black evangelicals' understanding of Christian familial connection as transcending racial, ethnic, and denominational boundaries in ways that go beyond the patriarchal nuclear family. Church members also use their spiritual relationships to navigate racial and ethnic discrimination within the majority-white evangelical movement. By charting kincraft's functions and significance, Thomas demonstrates the ways in which black evangelical social life is more varied and multidimensional than standard narratives of evangelicalism would otherwise suggest.
This book approaches the study of AfroEurope through narrative forms produced in contemporary France, a location which richly illustrates race in European spaces. The book adopts a transdisciplinary lens that combines critical black and urban geographies, intersectional feminism, and textual analysis to explore the spatial negotiations of black women in France. It assesses literature, film, and music as narrative forms and engages with the sociocultural and political contexts from which they emerge. Through the figure of the black flâneuse and the analytical framework of "walking as method", the book goes beneath spectacular representations of ghettoised banlieues, televised protests, and shipwrecked migrants to analyse the spatiality of blackness in the everyday. It argues that the material-discursive framing of black flânerie, as both relational and embodied movements, renders visible a politics of place embedded in everyday micro-struggles of raced-sexed subjects. Foregrounding expressive modes and forms that have traditionally received little critical attention outside of the French and francophone world, this book will be relevant to academics, researchers, writers, students, activists, and readers with interests in Literary and Cultural Studies, African and Afrodiasporic Studies, Black Feminisms, Migration Studies, Critical Black Geographies, Francophone Studies, and the comparative framework of Afroeuropean Studies.
This book takes a critical and historical perspective in parsing the current state of play for refugee and immigrant students in Germany, addressing federal, state, and institutional innovations as well as gaps in service. Drawing from de/post/anticolonial theory, it considers the levels of support for diverse groups including migrants, refugees, and racialized Germans, investigating why a comparatively well-resourced higher education system has, to date, selectively invested in the support of some marginalized groups. It calls for the reconsideration of policy and programmatic support, drawing from emerging best practice across states and higher education institutions (HEIs). Using historical analysis, federal and state level policy documents, institutional equal opportunity plans and student-facing websites, reporting, and first-person-accounts of marginalized students both prospective and enrolled, this critically oriented work interrogates how and why the world’s fourth largest economy – and its primarily public higher education system – have failed to engage systemic change with an eye towards addressing mechanisms of exclusion including racialization and xenophobia. It concludes with a consideration of possible policy interventions supporting these minoritized student groups who are essential not only to German learning and economy, but also to the rebuilding of conflict states. This volume will appeal to researchers, scholars, and practitioners working across comparative and international higher education, crisis education, and education in emergencies, as well as diversity specialists.
*Winner of the 2019 AAAL First Book Award* Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning. More broadly, this book introduces the idea of second language learning as "transformative socialization": how learners, instructors, and their communities shape new communicative selves as they collaboratively construct and negotiate race, ethnicity, gender, sexuality, and social class identities. Uju Anya’s study follows African American college students learning Portuguese in Afro-Brazilian communities, and their journeys in learning to do and speak blackness in Brazil. Video-recorded interactions, student journals, interviews, and writing assignments show how multiple intersecting identities are enacted and challenged in second language learning. Thematic, critical, and conversation analyses describe ways black Americans learn to speak their material, ideological, and symbolic selves in Portuguese and how linguistic action reproduces or resists power and inequity. The book addresses key questions on how learners can authentically and effectively participate in classrooms and target language communities to show that black students' racialized identities and investments in these communities greatly influence their success in second language learning and how successful others perceive them to be.
Inspired by existential thought, but using ethnographic methods, Jackson explores a variety of compelling topics, including 9/11, episodes from the war in Sierra Leone and its aftermath, the marginalization of indigenous Australians, the application of new technologies, mundane forms of ritualization, the magical use of language, the sociality of violence, the prose of suffering, and the discourse of human rights. Throughout this compelling work, Jackson demonstrates that existentialism, far from being a philosophy of individual being, enables us to explore issues of social existence and coexistence in new ways, and to theorise events as the sites of a dynamic interplay between the finite possibilities of the situations in which human beings find themselves and the capacities they yet possess for creating viable forms of social life.
The definitive biography of Alain Locke, the first African American Rhodes Scholar and Harvard PhD in philosophy, Howard University philosophy scholar, and architect of the Harlem Renaissance, who mentored a generation of artists including Langston Hughes and Zora Neale Nurston and promoted the work of African Americans as the quintessential creators of American modernism. This biography explores his professional and private life, including his relationships with white patrons and his lifelong search for love as a gay man.
Ethnic diversity, race, and racism have been subject to discussion in American Studies departments at German universities for many years. It appears that especially in the past few decades, ethnic minorities and 'new immigrants' have increasingly become objects of scholarly inquiry. Such research questions focus on the U.S. and other traditionally multicultural societies that have emerged out of historical situations shaped by (settler) colonialism, slavery, and/or large-scale immigration. Paradoxically, these studies have overwhelmingly been conducted by white scholars born in Germany and holding German citizenship. Scholars with actual experience of racial discrimination have remained largely unheard. Departing from a critique of practices employed by the German branch of American Studies, the volume offers (self-)reflective approaches by scholars from different fields in the German Humanities. It thereby seeks to provide a solid basis for thorough and candid discussions of the mechanisms behind and the implications of racialized power relations in the German Humanities and German society at large.
Black women undertook an energetic and unprecedented engagement with internationalism from the late nineteenth century to the 1970s. In many cases, their work reflected a complex effort to merge internationalism with issues of women's rights and with feminist concerns. To Turn the Whole World Over examines these and other issues with a collection of cutting-edge essays on black women's internationalism in this pivotal era and beyond. Analyzing the contours of gender within black internationalism, scholars examine the range and complexity of black women's global engagements. At the same time, they focus on these women's remarkable experiences in shaping internationalist movements and dialogues. The essays explore the travels and migrations of black women; the internationalist writings of women from Paris to Chicago to Spain; black women advocating for internationalism through art and performance; and the involvement of black women in politics, activism, and global freedom struggles. Contributors: Nicole Anae, Keisha N. Blain, Brandon R. Byrd, Stephanie Beck Cohen, Anne Donlon, Tiffany N. Florvil, Kim Gallon, Dayo F. Gore, Annette K. Joseph-Gabriel, Grace V. Leslie, Michael O. West, and Julia Erin Wood