This chapter explores how identities were forged and developed under the Merovingians, from the creative fiction of ‘Frankishness’ to more personal identities defined by gender and social status. It examines how identities can appear different through stories, laws, dress, and language, highlighting the importance of how people defined and presented themselves according to need and circumstance. It takes seriously the contention that identity formation fed into discourses of power because they structured hierarchies and issues of inclusion and exclusion.

Riffing on the narcissism of male grooming, Devin Garofalo discusses the Romantic impulse to “manscape” – that is, to “read… a culturally specific conception of the human into the landscape such that it is invisibilized as the world’s structuring principle.” This culturally specific conception of the human, she clarifies, building on the pathbreaking work of Sylvia Wynter, is that of man as a bourgeois colonialist, a tamer, and a conqueror. He is Hannibal and Napoleon and the Wordsworthian poet all in one. The Romantic nature poem that is the hallmark of early nineteenth–century poetry, then, recruits the ecological imagination as it consolidates and eradicates all threats to whiteness.

This chapter introduces the essays in the volume, which work through various understandings of “romanticism” and “race,” addressing how these terms acquire meaning via other concepts taking shape in the eighteenth and nineteenth centuries, such as “blackness,” “whiteness,” “sovereignty,” “property,” and “freedom.”

Essaka Joshua discusses the relationship between disability and race, both where they intersect in literary and nonliterary discourses and, importantly, where they are deliberately opposed. For example, in the writing of the blind writer and staunch abolitionist Edward Rushton, the critique of racism hinges on the idea that racial prejudice derives from sightedness. Rushton thus serves as an important counterpoint to the more widely taught Edmund Burke, whose ableist assumptions about blindness in A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful undergird a belief in blackness and Black subjects as inherently terrifying.

Focusing on the afterlife of the Freedom Edict of April 7, 1800, the chapter moves the story into the nineteenth century, a period of imperial crisis that saw the emergence of liberal trends in the empire as well as new stakeholders in the historical context of the island and, more generally, of the Spanish Atlantic world. Chapter 9 focuses on the problems that the emancipated cobreros faced in actualizing a corporate community model along the lines of colonial Indian law. It further compares El Cobre’s predicament in the new period with that of two other recognized Indian pueblos of El Caney and Jiguani, a situation that resonated elsewhere in the Spanish Atlantic in the postcolonial Latin American republics. Questions about native rights, race, and citizenship, about civil and political rights, about corporate and individual land rights emerged in this new political context, especially with the globalization of El Cobre. This globalization was linked to the arrival of French refugees and the development of a British mining industry in the region. These emerging trends led to the erasure of major aspects of the Freedom Edict of 1800 by the early 1840s.

Examines American relations with non-Protestant others within the Mediterranean, primarily Jews, Catholics, and Muslims. Pays particular attention to shipwrecks in Morocco.

In this introductory chapter, an invitation is provided to begin a journey into the intricacies of Black Caribbean immigrant literacies through the use of Black Panther and Black Panther: Wakanda Forever, as exceptional Black imaginaries already inscribed in the world. Through the adept depiction of racialization and transracialization steeped in the Black experience in the US as juxtaposed against the notion of Black immigrants as a ‘model minority,’ the necessity for examining race in relation to the languaging and semiotizing of Black Caribbean immigrants is outlined. Presenting a brief overview of the emerging global project focused on racialized language, this chapter lays the groundwork for the painting of a compelling portrait of the holistic literacies of Black Caribbean immigrant youth. By signaling the attention to an ultimate positioning of flourishing as a necessary imperative for and alternative to rethinking literacies based on ‘success,’ the chapter concludes with a focus on solidarity between Black Caribbean and other populations as a key impetus for this work.

In this chapter, I acknowledge the intertwined histories of Afro-Caribbean languaging, Englishes, and literacies across the Black diaspora. In doing so, I draw from the notion of ‘transcendent literacy’ to attend to the long legacy of languaging emerging out of the Black race and reaching across the Black diaspora while also lamenting the invented illiteracy often imposed in characterizations of Black peoples worldwide. Acknowledging the traditional lineage of ‘Diaspora Literacy’ in making visible interconnections across Black peoples within and beyond the US, I then present Caribbean Englishes across the Black diaspora, describing the languaging, Englishes, and literacies of English-speaking Afro-Caribbean students in the Caribbean and in the US. Based on this discussion, I call for a silencing of the historical tradition of invented illiteracy used to characterize Black peoples across the diaspora and invite a strengthening of accessible knowledges surrounding the rich literate and linguistic heritages they inherently possess. Through this discussion, it is possible to understand the broader transnational contexts influencing racialized translanguaging and transsemiotizing in Black immigrant literacies and thus, the inherently induced economic bases for racialization of language.

Once Christian Europe’s most paradigmatic internal Other, Jews are now mostly seen as a well-integrated and successful religious minority group. For centuries, Jews faced political, social, and legal exclusion. Now, politicians proudly invoke the West’s shared ‘Judeo-Christian’ heritage. Compared to the past, public expressions of antisemitism have become increasingly taboo. Jews have seemingly moved from being paradigmatic outsiders to accepted insiders. Despite this undoubted success, there are still moments when this position can become suddenly unsettled. There are not only the terrible attacks on Jewish life, such as the synagogue shootings in Halle in 2019 and a year earlier in Pittsburgh, the still alarming rates of antisemitic violence, the groups of white supremacists chanting in the streets that Jews will not replace them, or the flourishing antisemitic conspiracy theories in the online and offline worlds. Uneasiness with Jews and Judaism also still manifests in less extreme and less overtly hostile ways in the midst of society on the terrain of liberal law.

In this chapter, I begin by complicating how Black immigrants’ perception as a ‘model minority’ in the US creates a challenge for equitably engaging with their literacies and languaging as a function of schooling. Joining the conversation on immigrant and transnational literacies, I present foundational language and literacy research in the US that has functioned as a backdrop against which Black Caribbean immigrants’ literacies and languaging are considered. To situate Afro-Caribbean languaging, Englishes, and literacies within its broader contexts, I then discuss education, migration, and cultures across the Black diaspora addressing the historical and contemporary educational landscape of Black people in the Caribbean. I further accomplish this situational placement of Afro-Caribbean languaging, Englishes, and literacies through a discussion of the historical and contemporary socio-educational landscape of Black immigrants in the US. Through this broadly painted portrait operating at the interstices of the educational, racial, historical, social, linguistic, and religious domains in the lives of Black Caribbean peoples and specifically youth, this chapter serves as a nuanced and contextual backdrop against which to understand the analyses of Black Caribbean immigrant youth’s language and literacies presented in this book.

In this chapter, I present findings from interpretive analyses of the data as they relate to the multiliteracies and translanguaging practices engaged in by six Black Caribbean immigrant English-speaking youth across their Bahamian and Jamaican Caribbean home countries and the US. Specifically, I contextualize these findings within (decolonizing) interpretive analyses that clarify the raciolinguistic and raciosemiotic ideologies informing students’ multiliteracies and translanguaging practices. This chapter shows how the literacies of Black immigrant youth are enacted holistically by adeptly illustrating the languaging associated with these literacies and the ideologies influencing these literacies. Based on these findings, I propose and discuss the framework of semiolingual innocence for understanding how elements of multiliteracies and translanguaging practices as well as the raciolinguistic and raciosemiotic ideologies intersected to clarify the literacies leveraged by Black Caribbean immigrant youth. In turn, through semiolingual innocence emerging from transracialization of the Black immigrant as an analytical prism, I invite a reinscribing of the innocence of Black youth, whose ancestors have for centuries leveraged semiolingually, sans white gaze, their multiliteracies and semiotics for agentively reading and writing themselves into the world. Moreover, I argue for a semiolingual innocence of all youth, made possible through the cultivation of translanguaging and transsemiotizing imaginary presents and futures.

This chapter explores symmetry’s implications for equal protection jurisprudence. A stark political divide has emerged between two understandings of legal equality, particularly with respect to race: conservatives generally favor an “anti-classification” approach focused on ensuring government neutrality, while progressives typically favor an “anti-subordination” approach that allows affirmative governmental action to redress historical group disadvantages. Although the Supreme Court has increasingly aligned its jurisprudence with the anti-classification perspective, symmetry should encourage an approach that gives something to both sides. The Court might accomplish this goal in at least three ways: by returning to the focus on diversity reflected in its earlier decision in Regents of the University of California v. Bakke while giving this framework greater “bite”; by allowing majority groups to disadvantage themselves, so long as they are genuinely dominant at the relevant level of government; and by sometimes allowing selection of government criteria with a view to their demographic effects, so long as these criteria are themselves facially neutral.

Based on discursive analysis, Chapter 3 focuses on the briefs produced in Madrid and the colony to mount the plaintiffs’ case for collective freedom. It examines the meanings of freedom in the Spanish Atlantic and the battery of legal tools, including the rarified one of prescription, deployed in the plaintiffs’ memorials to buttress their case of wrongful enslavement and collective freedom. The case entered unchartered terrain with the claim that belonging to a pueblo constituted a way of enacting and producing freedom collectively, an innovative claim based on notions of corporate belonging in the Spanish Atlantic world especially related to municipal bodies such as pueblos. The chapter parses a distinction between civil and political freedom made in some briefs. Civil freedom was understood in opposition to slavery as personal freedoms that free subjects could enjoy as royal vassals even in the context of colonialism and royal absolutism. Political freedom depended on municipal belonging, the space in which limited self-rule and citizenship could be locally enacted in an absolute monarchy. The chapter draws out the possible normative implications of this claim for Afro descendants at large who, at most, could only enjoy civil freedom rights in the empire.

In this chapter, I synthesize the findings from the study presented in the book. Reflecting on these findings, I then identify and discuss recommendations for instantiating the translanguaging imaginaries of all youth through a reinscribing of semiolingual innocence, sans white gaze, as a potentially vibrant literate characteristic of Black Caribbean immigrant students specifically, and also, of all humans. The scholarly recommendations proposed outline future directions for research that invite intersectionally and transdisciplinary driven investigations into how youth’s holistic literacies across geographies, languages, races, and cultures function as disparate pieces of one interdependent puzzle in the problem-solving necessary to flourish and to design imaginary presents and futures, using the meaning-making undergirding their translanguaging practices. I outline also practical recommendations useful for researchers, teachers, administrators, and policymakers who wish to support Black Caribbean immigrant youth’s holistic literacies. The recommendations proposed also allow all youth whose language and raciosemiotic architecture can allow them, through these holistic literacies, to design translanguaging futures as new beings engaging transraciolinguistically, in solidarity. I conclude with a painting of liberatory Caribbean imaginaries as a version of what this notion of literacy and language teaching and learning might look like and of what it means to embark on a collective return to inonsans jan nwè.

Making the child-rights identity detached from its social context and the possibility of self-identification serves to protect the child from traditional and social harmful practices directed toward children. At the same time, the monist identity of the child becomes placed out of reach of democratic deliberations and self-determination. The intersectionality of race and gender becomes two socially constructed concepts that cannot be addressed within the child-rights identity, which both serves to protect the child from discrimination but also risks making child rights detached from addressing crucial structural inequalities based on race and gender.

This chapter provides the reader with a depiction of the methodology involved in conducting the study of Black immigrant youth’s literacies presented in the book. I begin with an overview of who I am, how I am situated in the study, and what I bring to this book as a person and as a Black-immigrant-scholar-single-parent-mother-educator. A discussion of the (decolonizing) interpretive research design is then presented and justified. The context of the study is described, followed by a detailed description of participants and informants (i.e., secondary participants) involved in the study. The protocols for collecting data are discussed. This is followed by the procedures for collecting data from participants. The analytical discussion follows, accompanied by an example of the analytical process used to organize and narrate the data. Credibility, verisimilitude, and transferability are then addressed.