Scientific racism’s long history mandates caution, experts warn

Science Daily, Feb. 17, 2014

Racism as a social and scientific concept is reshaped and reborn periodically through the ages, and according to a Penn State anthropologist, both medical and scientific researchers need to be careful that the growth of genomics does not bring about another resurgence of scientific racism.

"What we are facing is a time when genomic knowledge widens and gene engineering will be possible and widespread," said Nina Jablonski, Distinguished Professor of Anthropology. "We must constantly monitor how this information on human gene diversity is used and interpreted. Any belief system that seeks to separate people on the basis of genetic endowment or different physical or intellectual features is simply inadmissible in human society."

What worries Jablonski and the sociologists, psychologists and evolutionary biologists in her session at the annual meeting of the American Association for the Advancement of Science, on February 14 in Chicago, are people who believe that they can use genetic traits to describe races and to develop race-specific interventions for each group. One particularly disturbing approach, although currently suggested as beneficial, is application of genetics to create special approaches to education. The idea that certain individuals and groups learn differently due to their genetic makeup, and so need specialized educational programs could be the first step in a slippery slope to recreating a new brand of "separate but equal."

Similar approaches in medicine that are based not on personal genetics but on racial generalizations can be just as incorrect and troubling, especially because human genetic admixture is so prevalent.

"Our species is defined by regular admixture of peoples and ideas over millennia," said Jablonski. "To come up with new reasons for segregating people is hideous."

Classification of humans began innocently enough with Carl Linnaeus and Johann Friedrich Blumenbach, who simply classified humans into races in the same way they classified dogs or cats — by their physical characteristics. These were scientists classifying the world around them and realizing that the classifications were not immutable but had a great deal of diversity and overlap. However, in the last quarter of the 18th century, philosophers, especially Immanuel Kant, looked to classify people by behavior and culture as well as genetics. Kant suggested that there were four groups of people, three of which because they existed under conditions not conducive to great intellect or achievement were inferior. Only the European race was capable of self-improvement and highest level of civilization.

Kant’s ideas, widely accepted during his lifetime, set up the idea of European superiority in the future. Coupled with the great rise and profitability of slavery at the time, his views were adopted and morphed to legitimize the slave trade.

In the late 19th century, after Darwin’s ideas became accepted, many applied his principles to the cultural, political and social spheres, developing the concept of Social Darwinism. Darwin’s nephew, Francis Galton, suggested that in parts of the world there were still "pure races" and that these needed to be preserved. This line of thought led to the eugenics movement and eugenic engineering ideas of the early 20th century. Included in this were the rise of European superiority and the trappings of eugenics and racial purity.

"The most odious of all was the rise of Nazism and biological justification of Nordic supremacy," said Jablonski. "Emphasis was placed on the need to maintain the purity of all races, but especially the Nordic race and to improve the races."

The reasoning given was that the quality of a race could be improved by preventing reproduction of those deemed physically or mentally undesirable either by sterilization or extermination.

"This included the Jewish race, which was considered to be biologically and socially destitute representing a lower form of civilization than others and preying upon higher civilizations of Europe," said Jablonski. "This was a worse consequence than justification of the slave trade, being killed and subjugated by those using pseudo science as justification for scientific racism."

According to Jablonski, it is not surprising that scientific racism is experiencing a rebirth, but not because people are malicious or necessarily have a racist belief systems. She believes that the scientific neoracists often are well intentioned, but that the application of genomic-based interventions, while potentially beneficial, cannot be done on a racial basis.

"We know that it is more likely for people in certain parts of Northern Europe to develop cystic fibrosis," said Jablonski. "But it is wrong to say that this is a potential trait only of the European race, especially because of admixture.

"From a clinical medical perspective, people are more complexly admixed than ever. The best approach is to get people to talk about their levels of admixture, rather than label them or their diseases by race."

Story Source:

The above story is based on materials provided by Penn State. The original article was written by A’ndrea Elyse Messer. Note: Materials may be edited for content and length.

An Open Letter to Those Devastated by the Jordan Davis Decision

Racism Review, Feb. 17, 2014

By Taharee Jackson

As my friend and fellow professor Heidi Oliver-O’Gilvie says, “There is always something you can do.” It’s been a long year for black people. But what can we do? First, there was the “not guilty” decision in the George Zimmerman case, which set free awhite man who killed an unarmed black youth in his own neighborhood. Then came the pseudo-conviction of Michael Dunn, who murdered a black Jordan Davis for pumping what he considered “thug music” too loudly. All this while a white Ethan Couch drunkenly killed a family of four and was given no jail time due to “affluenza,” or excessive privilege. It’s been a long year indeed, and I refuse to be helpless about it. But again, there is alwayssomething you can do.

o-JORDAN-DAVIS-facebook-250x250.jpg

(Jordan Davis, 1995-2012)

So on this, what would have been Jordan Davis’ 19th birthday (he is deceased now, by the way, of horribly unnatural causes. Not attempted dead, but actually dead, says my friend Wayne Au of Rethinking Schools), I am wondering what I can do about living in a country that appears to have one set of legal rules for white people, and another for everyone else.

Literally, what can I do?

I suppose I could take to the streets and riot, but you cannot fight violence with violence. I could hate the country, or hate the legal system, or hate white people. But you cannot overcome hate with hate. You can only do that with love, patience, and repaying evil with good. So, then, what can I do?

First, I have the second most important job in the world. I used to have the most important job in the world—I used to be a preschool teacher. Twenty-four children at a time, I used to influence the next generation of US youth by fomenting their love of learning, helping them to understand the importance of using education to actualize their dreams, and teaching them to value all human beings despite their differences from ourselves. Now I am a teacher educator. A teacher of teachers. I am a professor of education at the Center for Urban Education, which is a graduate program that prepares educators for the nation’s must under-supported, black and brown-filled urban schools. Now, instead of touting the importance of education to 24 children at a time, I do it with 24 teachers who will teach 24 children at a time, for what could be 24 years or longer each. And that’s powerful.

The late Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world.” And he was right. Even Adolph Hitler, with his Nazi Youth programs, understood that if you wish to change a country, you begin with its youth and patiently wait for generational change. So if evil can use education (the largest form of organized socialization in any society, says Joel Spring, inGlobalization of Education, 2009) and youth (generations are defined in 20-year spans) to alter the beliefs, practices, and culture of a nation, then so too can I use it for good. And use it I shall.

So what can I do? Continue to be an awesome professor. When I teach my “Culture, Context, and Critical Pedagogy” course, I will continue to discuss race, privilege, whiteness, anti-oppression, and the affirmation of all forms of human diversity. After all, you cannot change that which you don’t understand.

I will continue to teach my teachers—to teacher their students—that all human life is valuable. That skin color is not a marker of automatic danger (blackness) or automatic innocence (whiteness). That way, young black boys won’t be presumed guilty as they walk home with candy in their pockets, or when they blast their music loudly at a convenience store. And the white men who gun them down won’t be presumed to be acting in self-defense. And get away with murder. Literally.

And that’s not all I can do. I’m a consultant for inclusion and diversity. Oh, yes. I will continue to accept invitations from private corporations, non-profit organizations, school systems, and teacher preparation programs to discuss difference, systemic privilege and oppression, racism, and most importantly, anti-racism.

And I vote. In presidential and mid-term elections. I will continue to educate myself about which candidates understand institutional “isms” such as sexism, classism, ageism, heterosexism, and racism. Martin Luther King taught me that all forms of oppression are related, and that an injustice anywhere is an injustice everywhere. I learned that lesson well, and I plan to use it at the polls as I vote for candidates, laws, and those who will legislate on my behalf with an eye toward valuing the importance of justice for all.

And I plan to have children. Highly educated, social-justice-loving, politically active children who believe in the common good. Who will understand that, as Kimberly Wallace-Sanders of Emory University says, “No human beings are better than other human beings.” Amen to that. My children will be taught that, and they will live it out each day in these United States.

Look out, injustice. I have a plan. I am simultaneously seething and saturated with heartbreak at all I’ve seen in the media this year, and all I experience as a multiracial woman who is often perceived as black. In addition to the story of Trayvon Martin, Jordan Davis, Darrin Manning, and Oscar Grant (on whose life the film Fruitvale Station is based), I experience similar disdain all the time. Just the other day, a white woman in a dentist’s office hurried to her purse and buried it in her arm as soon as she noticed I had walked in. She shot me a long glance to make sure I knew her actions were aimed at protecting her valuables from me. At least she shot me a glance and did not actually shoot me. Because if she had, she would have killed an unarmed, Ph.D-holding, two-time Harvard graduate. And probably been let go.

As someone who is devastated by pervasive racism in American life and law, there is much I can do. Racism and injustice had better watch their backs. Because I am—we are—not helpless. And their time is limited.

Happy Birthday, Jordan Davis. You should have had the chance to celebrate turning 19.

~ Guest blogger Taharee Jackson is Asst. Professor (Visiting) at the Center for Urban Education at the University of the District of Columbia. She specializes in teacher education, multicultural education, and urban education reform. Dr. Jackson holds a magna cum laude B.A. from Harvard University, an M.Ed. from the Harvard Graduate School of Education, and a Ph.D. from Emory University.

Tags: devastated, Jordan Davis, Michael Dunn,trial, verdict

Leave a Reply

You must be logged in to post a comment.

« Remembering Stuart Hall: Socialist and Sociologist

Darkwhite WordPress Theme by Ruven