Culture

PAASSC Students Meet Chinese Consul General During Arts Festival Kickoff

On Friday, September 7, PAASSC students Daria Belle, Kiah Smith, and Sanaa Smith got a chance to meet Chinese Consul General Wang Donghua and his wife, Liu Bin, during the official kickoff of the “Across the Pacific: China Arts Festival” in San Francisco. Now in its 5th year, this six-week festival is held across the Pacific Northwest, in the Bay Area, Sacramento, and Portland, Ore., as well as in Las Vegas, Nev.

Daria Belle, who is in the 7th grade at Yu Ming Charter School in Oakland, was even quoted by Xinhuanet, an online affiliate of China’s state news agency. “I have been learning Chinese for eight years,” she told the reporter. “I love the fantastic Chinese food and like to listen to Chinese music.” She and her sister, Zoe, presented the Consul General and his wife with artwork on behalf of Yu Ming.

In addition to Daria and the Smith girls, the kickoff was attended by Eric Peterson, principal of West County Mandarin School in Richmond, Calif.; PAASSC board member (and Daria’s dad) Randolph Belle and his younger daughter, Zoe; and PAASSC founder Jamila Nightingale, who is also Kiah and Sanaa’s mom.

According to the Xinhuanet.com article, “The festival is part of the China-U.S. cultural communication and exchange projects sponsored by the Chinese Ministry of Culture and Tourism.”

If you want to learn more about the festival events, read this article on China Daily.  The San Francisco Public Library also includes information about an exhibit and films it is hosting in conjunction with the festival on page 5 of its September 2018 newsletter.

Free This Weekend: African American Shakespeare Company Mini-Performance

Scene from African American Shakespeare Company’s 2018 production of Richard III.

+ Read More

Afro-Kawaii: From Early Cultural Exposure to Lifelong Passion

Many of us wonder how immersion education and exposure to Chinese culture will influence our children’s future. Here is one woman’s experience to help us see the possibilities.

In elementary school, Imani K. Brown participated in a short-lived Japanese cultural exchange program that changed the course of her life. While growing up in one of Washington, DC’s predominantly black neighborhoods, her fascination with Japanese culture and creative arts secretly continued to grow. Now at age 38, Imani has blended her own creative talents with her passion for kawaii (cuteness) culture to build a profitable business as a tattoo artist and illustrator and a unique aesthetic that she calls Afro-Kawaii.

artist description

A brief description of Imani’s many talents.

Her company, I.P. Brand Ink & Art Creative House, includes Little INKPLAY Shop, “an empowering creative atelier and kawaii culture hub” located just outside Washington, DC and IP Brand VC + BI, a branding and coaching service for creatives. As an illustrator, she is creating a line of manga characters featuring Ippie-chan and her fabulous Afro. 

Imani is also heavily involved in DCKawaiiStyle, a soon-to-be-nonprofit created “to introduce & promote the philosophy of kawaii (cute) culture as a fun, happy & positive lifestyle alternative to residents in the DMV area and abroad.” One of the organization’s projects, Kawaii in da ‘Hood, engages black and brown youth in Japanese-related hobbies and introduces them to their practical application as professional ventures.

For the past six or seven years, Imani has taken “working vacations” to Japan, documenting her travels at dctojapan.com. She studied the Japanese language long before her first voyage and  has become more fluent over the years.

Although Imani’s focus is on Japanese rather than Chinese culture and came out of traditional school rather than an immersion setting, PAASSC brings you this interview to provide another view of how African-American students experience early exposure to other cultures and how it may impact their future goals.

What attracted you to Japanese culture, and kawaii in particular? How did you get interested in kawaii culture?

Imani: I was in one of those TAG (Talented and Gifted) programs that was a Japanese culture exchange.  We were doing cool stuff: learning to eat with chopsticks using M&Ms, writing kanji, just learning to see the world in another culture’s eyes. They took it away, no explanation, but from that moment on, I guess the interest just stuck.

I was learning other cultures, things that we’re not in tune with in America. I was like, “Oh wait, parents actually encourage their kids to do anime and they do it together? That’s cool!” Certain things that you don’t see in everyday American culture, I started thinking of as a kid, like “I wanna do that, I want to be able to experience that. This is what I want for my life.”

It took some time before you felt comfortable to openly engage in it though?

Imani: Growing up in the hood, you couldn’t be a nerd outwardly. You’d get beat up. I had to fight to do my homework. My mom’s rules were that before you go to play, you have to do all your homework. People in the neighborhood would think I was trying to be better than them because while all my friends were playing, I was sitting on the porch watching all of them and doing my homework.

So the idea of being a nerd, otaku (a Japanese term that loosely translates as a fan, often applied to anime and manga fans), kawaii lover, anything like that just wasn’t something that I’d do outwardly. Anything that brought more attention, I wasn’t with it because then you’d just be fighting for your existence. Being black we’re already fighting for our existence. So there’s not much I want to add on to that.

But it was so much a part of my hobbies, and your hobbies become a part of you. It was a part of me that I wanted to be able to come out when it wanted to.  

black woman and japanese man

How did you end up visiting Japan so much?

Imani: My first time was only one week. In 2010, I wanted a vacation. I felt like I deserved it, and I paid for it with my own money. I had sent out these formal letters of artists I wanted to meet. I didn’t just want to show up at their studios. I had my then-Japanese teacher help me write the letter. I emailed it to 3 of 4 artists.

My now-senpai (mentor, teacher) and good friend Naoki of TNS Tattoos was the first and only one to email me back. He was like “Come, I want to meet you.” I went to Osaka for the weekend, and I got to do a tattoo and plan my next trip to Japan [for the King of Tattoo convention in Tokyo]. The rest was history. He trained me into considering that I would come back every six months.

Most other countries and cultures get two weeks to a month of self-care time for an entire year. I figure I deserve my two weeks to a month. If anything, I make sure it’s a working vacation in Japan – that way I can appease feeling like I’m not working or pulling my weight, but at the same time I can take a break from what we know as America, or being black in America, do some self-care, do some self-exploration, have a peace of mind for a moment, and then come back to the rat race.

What was it like to travel in a foreign culture that you had such a deep interest in?

Imani: I think I felt like an outsider because of my own mind, my own learning curve, my own nervousness, fear of the unknown. But I was accepted as if I was one of the crew. Not necessarily as far as being Japanese but like, “This girl is legit. She likes the same things. We can connect over hobbies and then have deeper meaning, dig deeper from there.”

That’s something you don’t necessarily get a lot over here. I made lifelong friends on the internet before I even met them in person. We’re doing language exchange for like five years before I ever made it to Japan.

Marketing materials in Japanese display Imani’s dedication to learning the language.

People were genuinely helpful and they’re not asking you to return the favor in any way. Over here, we’re bred to think if someone does something nice for you, you automatically owe them. Over there it was like, “No, Imani, put your money away, we’re going to go do this. What do you want to do today? I’m going to take off work today to spend time with you.” It sent me into panic like, “Oh, now I owe you, I’m going to have to give you all my money, I was not prepared for this.”

What is it like to be black in Japan?

Imani: I don’t have to leave the house and defend my blackness, my very existence. I don’t have to worry about somebody saying some racist remark.

Don’t get it twisted – it’s not that those things don’t happen, microaggressions don’t happen. There are tons of black people in Japan, so I definitely have heard stories, I’ve definitely seen things, they just haven’t been done to me.

I’ve only had one racist experience in Japan from Japanese people directly, and that was when I first started going over there. My friend was like, “They’re bullying you because they think you’re there as a novice and you don’t know how to speak, you’re not in tune with the culture. So they just pick on you. So we just gotta get you speaking so you can talk to people and that will shut that door.” It’s never happened again. Anything else racist has been a few incidents in my friends shop by French people.  

I’m sure if I stayed longer, I’d experience more than what I actually have experienced, but if you had to compare apples to oranges, I’ll take the oranges right now.

How do you define Afro-Kawaii?

Imani: Kawaii means cute in Japanese. There’s a specific aesthetic that goes with Japanese style, but at the same time, I can take something like that and rock my locs as opposed to trying to rock a shorty wig. I wanna be able to wear Lolita (the ultrafeminine doll baby style of dressing associated with kawaii culture) and sit down in a drummer’s circle and hit a djembe drum. That is Afro-Kawaii to me.

kawaii kwanzaa symbols

Once a year, I do a Kawaii Kwanzaa Challenge in cute aesthetic, looking at the principles everyday, making intentions for myself. There’s a thing called kawaii journaling so I did that with my Kwanzaa Challenge and put both lifestyles together: what my blackness is to me and my name, cause my name is all Kwanzaa, and what I’ve been able to appreciate, garner, and what’s helped make me a better person from kawaii all at the same time.

Is there anything else you want to share with the PAASSC families?

Imani: If I may, please make sure your kids are grounded in their own blackness, in their own culture. I’ve seen black kids, black girls end up in kawaii culture, and they love it. But they wanna mimic what Japanese are doing, not find their own way to appreciate what Japanese are doing and wrap it in their blackness and make it their own.

Kids will be able to find themselves even more by experiencing a whole other culture, but it would take them being secure in their own blackness first. So even if they decide they want to travel to China, they’re not losing themselves in Chinese culture. They’re gaining appreciation and value from Chinese culture, and they can take certain things and add it to their own lifestyle and culture to create their ideal lifestyle.

Imani can be found on Facebook, Instagram, and Twitter at @ipukekawaii.

Film: Black Jamaican Reconnects Her Chinese Roots

Madison’s mother, Nell Vera Lowe Williams (right) on 145th Street in Harlem with some of her in-laws. Source: Finding Samuel Lowe website (press photos)

This is not a new story. Truth be told, it is a very old story that begins in the late 1905. That’s when a Chinese laborer named Samuel Lowe arrived in the Caribbean island nation of Jamaica. He met a black Jamaican woman and they had a daughter, Nell Vera.

Fast forward a century. Their granddaughter, Paula Williams Madison embarked on a search for Samuel, who had been separated from their family since her mother was three years old.

“My mother always looked sad because she was away from her family,” Madison told CNN in a 2016 interview. “I’ve known for my whole life that my grandfather is Chinese. I thought helping my mother find her family would make her happy.”

Madison is a former Hollywood studio executive; she retired from NBCUniversal in 2011 to research her family history full time. She used her creative background to produce Finding Samuel Lowe, a 2014 documentary film about her search, which culminated in a journey to China where she and 20 of her Black Chinese relatives met over 300 of their Chinese relatives for the first time.

Black and Chinese cousins

Paula Madison with her Chinese cousin Kim Yuet Lau. source: Finding Samuel Lowe website (press photos)

Finding Samuel Lowe shines a light on a connection between African and Chinese history that is not widely known outside of Jamaica. Samuel Lowe, Madison’s grandfather, was among the 5,000 Chinese indentured workers who came to Jamaica to work the fields after African slavery was outlawed. (Indentured workers also showed up in Cuba, which has the largest population of Chinese in the Caribbean – nearly four times the number in Jamaica.)

Chinese women were not allowed entry at first, so many of the men formed relationships and families with black Jamaican women. Eventually, Chinese women were allowed to enter the country, and the Lowe family sent a Chinese woman for Lowe to marry instead of Nell Vera’s mom. Samuel Lowe finished his contract at the sugar plantation and stayed in Jamaica to run a successful business until 1933, when he returned to China with part of his family.

Nearly all of Jamaica’s indentured Chinese workers came from the Hakka people of northern China. When Madison attended a Hakka festival in Canada, she met a Chinese researcher with her same last name.

“I said, ‘Oh my god, you’re the only Chinese Jamaican I’ve met with the same last name as my grandfather’,” Madison told CNN.

This connection led her to one of her uncles. The rest is not only history, but it is the basis for her book and film.

The film can be rented on YouTube for $3.99 or downloaded on iTunes for $12.99. The video section of FindingSamuelLowe.com has over a dozen free clips, including many interviews with Madison and a Chinese-language news segment.

This hour-long special about Madison’s family is not listed on the site, but it’s also worth watching. So is this 35-minute sequel on the website for The Africa Channel, a network for which Madison and her brothers own majority shares.

Mandarin Vs. English: The Language of the Future

Repost from Hotair.com

“Some may protest that it is not English but Mandarin Chinese that will eventually become the world’s language, because of the size of the Chinese population and the increasing economic might of their nation,” McWhorter wrote. “But that’s unlikely. For one, English happens to have gotten there first. It is now so deeply entrenched in print, education and media that switching to anything else would entail an enormous effort… Also, the tones of Chinese are extremely difficult to learn beyond childhood, and truly mastering the writing system virtually requires having been born to it.”

While Chinese may remain the most spoken language on account of the large and growing native population that speaks it, English certainly isn’t going anywhere. One of the chief reasons is that it has cemented itself as the defining cosmopolitan language of our time. In a 2010 study, Gary Lupyan of the University of Pennsylvania and Rick Dale of the University of Memphis found data to suggest that as more and more non-native speakers learn a language, they inadvertently hack away at the extraneous edges. Over time, the language grows more streamlined and simple to learn. There’s no question that English has evolved considerably over the years. Just compare the flowing prose of John Adams and Abraham Lincoln to the simplified of Hillary Clinton or Donald Trump.

One step back, two steps forward — How family affinity groups start conversations about race in schools

black-childrenI am a mixed-race black parent and educator whose children attend a majority Chinese-American public school in San Francisco. Recently I began hosting a Black Family Breakfast at my girls’ school for black and mixed-race families as part of a collaborative effort with the principal to “explore race and culture.”

For the past several years I have been an active school volunteer and I also serve on multiple parent leadership groups. Last year, an incident occurred where a Chinese-American student called a black student a racial slur. The situation was resolved quickly. Nonetheless, in talking about the need to address race and culture more proactively in our school, teachers suggested parents become involved in the process, as they often undermine educator efforts in shifting school culture.

So, inspired by these conversations and those with other black families, I decided to initiate an informal get-together to share support and resources to ensure our school is an even more welcoming place.

Surprise, Surprise… Folks “Get Concerned” When black people Get Together

To my surprise, my “great idea” of bringing black families together was not met with open arms by all staff. A few days after sending out invitations for our second meeting I learned some teachers were “voicing concerns” about our group. (?!) This happened even at a school with an enlightened and supportive principal! At this moment I realized there was still a LOT of work to be done.

What was all the hubbub about? The largest concern voiced by staff was that our group (also known as an “affinity group”) would be too “exclusive” and could potentially be seen as unfair by parents of other racial and cultural groups at the school.

As a black woman who is constantly having to navigate white (and Asian) spaces, I understand the importance of being able to “tell it like it is” in a room full of folks who “get it.” I also understand how important it is to be able to speak about my experience without having to worry about defensive reactions or #whitetears.

Moving Forward, Despite Discomfort

With support from the principal (which was KEY), I moved forward anyway. He decided to use the incident as a “teachable moment” and reminded staff that exploring race meant accepting the discomfort that invariably comes up. I offered to answer any questions staff had about the purpose of the group, and we both agreed that if staff felt other affinity groups should be formed, we would encourage and support them in doing so.

In an effort to support the principal, I also shared with him an article illustrating how affinity groups can support those who are often marginalized in schools. Even though the article was focused on students, I saw many benefits that translated to families as well (emphasis on mine), including:

“[Affinity groups] allow students who share an identity — usually a marginalized identity — to gather, talk in a safe space about issues related to that identity, and transfer that discussion into action that makes for a more equitable experience at school.”

Even though I experienced some initial pushback, I’m glad we moved forward anyway. After just a few days, it has been reaffirming to see the positive outcomes of moving forward DESPITE resistance.

First, it has become very clear that YES… our teachers actually NEED to talk about race. Even if it’s just exploring how they feel about talking about it. (A good first step, right?) I am also learning that this work is ESPECIALLY important in schools with language programs such as ours which has a bilingual Chinese pathway.

As a former high school and middle school teacher in both Oakland and San Francisco, I have roughly 20 years experience working in high-poverty, urban schools. In all my years as a teacher I have never had an option to NOT talk about race.

In contrast, at my daughters’ school, where half of the classrooms are bilingual Chinese, there are many experienced teachers who might never have never been confronted with issues of anti-black racism in their classrooms. They might never have taught black students or worked with black families, and thus have little exposure to black culture in general.

Additionally, there are no black folks on staff (as you may have guessed) and most of the teachers are Asian or white.

So, I’m realizing even though my daughters attend an urban, high-poverty school, I have to readjust my assumptions about teachers’ expected comfort level or knowledge about addressing race/culture with students and families. This might be even more true for Asian-Americans teaching in mostly Asian-American schools, because as people of color themselves, they might get “checked” less often on their own implicit biases and privileges by folks of other disenfranchised groups. (e.g. “I can’t be racist… I’m Asian!)

I am also learning how parents can start conversations among staff by indirectly taking action on their own behalf. In starting black family breakfasts, we didn’t ask anything of teachers. (It’s 100 percent parent initiated and supported!) Nonetheless, the conversation about whether we should or shouldn’t have a black family affinity group (or other affinity groups for that matter) has inspired more conversation about race and the need to create cultural visibility for underrepresented groups at our school.

I am now seeing people coming out of the woodwork to form an informal support network of change-makers committed to elevating  important conversations about equity and culture at our school. This has, in turn, led to a clearer purpose and resolve to push for change around how we celebrate our cultural differences and communicate with students, staff and families about race.

  • A teacher sought me out one morning to tell me how she’s been “fuming” about some of the ignorance and resistance of her teacher peers. The experience of listening to other staff voicing questions and concerns, is spurring her to speak up more to give a voice to our most underrepresented kids (including LGBT, Spanish-speaking, low-income, etc.).
  • Our literacy specialist and the school social worker have (on their own initiative) decided to take on the idea of creating a K-5 book talk curriculum for all teachers in the school addressing race and culture in the classroom. (WOHOOO!)
  • Our principal has committed to working with school staff to increase the number of books with main characters and authors of color in our school and classroom libraries. #WeNeedDiverseBooks!

YAY!

Families Have Power to Drive Conversation in their School Communities

All of this has not directly been driven by families. Nonetheless, this dialogue would never be happening if black, Latino, Asian and white families hadn’t started the conversation last year.

As an active member of our school community, I believe there has always been agreement that we “should” talk about race. Nonetheless, over the past five years of my involvement, it has never been on the front burner. The fact that all this new activity is happening is a direct result of families starting the conversation. It’s one thing to have a principal make demands of staff (among all the other demands made of teachers each day.) It is quite another for parents and grandparents to make direct requests from teachers on behalf of their kids.

I am tired of feeling like the “angry black parent” every time I bring up the need to address race in our schools. Talking with other black families, and (Latinx, Asian, and white allies) I see I’m not alone. Together, we are making “requests” (aka: nice demands) of staff at our school to meet the needs of our children and families, such as:

  • ALL children deserve to see positive images of black culture in their curriculum and books. All children should see themselves and their peers represented.
  • In order for ALL our children to feel safe and valued at our school, teachers to TALK about race.
  • Underrepresented groups at our school need and deserve enhanced outreach and support.

Now that black parents and grandparents have an affinity group at our school, we no longer feel isolated and alone. The culture of silence is starting to shift. After five years of asking (and waiting for others to take initiative), we finally decided to start the conversation ourselves. Now our school community is moving out of the comfort zone — things are starting to change.

Reposted from Blavity.com

————

Ali Collins is an educator, parent organizer, and public school advocate living in the Bay Area. She writes about race, parenting and education on her blog SF Public School Mom. To read her musing on being a public school parent and educator, and to download resources to spur change at your child’s school, go to SFPSMom.com or connect with her via Twitter: https://twitter.com/AliMCollins, LinkedIn:https://www.linkedin.com/pub/alison-m-collins/14/799/6b0 or Facebook: https://www.facebook.com/sfpsmom

 

1 2 3 4 5 6 7 8 9 10 11 12