University of Central Florida Adebowale Ogungbure Racism Case Journal Entry 1

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Journal Entry 1 01/26/2021 Pre-reading reflection: How would you define “race”? Does your definition and understanding of the concept differ from other definitions? If so how? Why do you think it is important to engage in discussions about race? ANRS: Introduction (1-30): 1. Explain the significance of the experience of Nigerian football player Adebowale Ogungbure for a public discussion on racism in Germany and Europe. The surge in racist remarks and actions especially among the black people remained rampant in Europe. In this case, the football player's treatment as he exited the playing field whereby he got subjected to mockery and other unfair treatment such as being spat on while others made noises akin to monkeys highlighted the height of racism and to some extent, the intolerance witnessed in the post-war period. The retaliation by Ogungbure by displaying the Nazi salute was however the focus of attention leading to investigations by the legal authorities (1). Though the player was later released, the swift action initiated against him as opposed to the humiliation meted upon him and others depicts the state of racism in Germany and Europe at large. 2. How do you understand Ogungbure’s apology? (p 3) The apology by the Nigerian player for his recidivist acts came way after the football manning bodies such as FIFA and actions by players such as Thierry Henry to champion the end of racism acts especially in football pitches (3). In this case, the apology was given as an afterthought after significant strides had been made to ban racist acts like was the case in the 2006 football world cup. 3. Scholars agree that “Racism has no single characteristic form” meaning that notions of race and ethnicity are fluid, contingent and unstable. Outline the differences between ‘race’ and ‘ethnicity’. There exist several distinct differences between the aspects of race and ethnicity. First, ethnicity is represented by peoplehood because of their customs and language whereby race on the other hand tends to be radicalized and does not necessarily exist in nature. Second, race is usually associated with phenotypic aspects that include skin color while ethnicity, on the other hand, includes cultural aspects such as tribal affiliation, traditions, and nationality of a specific group (4). Third, race is associated with physical traits of humankind for specific individuals whereas ethnicity is predominantly associated with large groups of people through factors such as religion and nationhood among others. 4. What is the “Zero Hour”? Why is it considered to be a “myth”? Zero hour was one of the concepts that were predominantly used in the United Kingdom to denote a situation where workers got hired according to the needs that arose from time to time. Ideally, this means that the said workers could only work on a contractual basis. The concept of zero-hour was considered a myth in Germany and at the same time deconstructed as it failed to represent the absolute rupture and did not represent the ideals of the country (5). 5. “Race, ethnicity, and nature are not so much discrete entities or things in themselves but rather modes of perceptions or ways of making sense of the world.” (p 14). Explain using examples from the discussion on pp 8-14. The Christian anti-Judaism offers a succinct example in terms of nature and religion that it is a mode of perception geared towards making some sense to the Jews in their quest of reprimanding the Islamization of the immigrants from Turkey (11). Also, the condemnation of the far-right claims by the Christians in the early 1980s in a way that threatened the purity of the Republic got viewed as racist (13). It, therefore, shows that aspects such as ethnicity, race, and nature are created modes of perceptions with the motive of making sense of the world. 6. “Democracy and race were intertwined in West Germany in two respects” (21) Explain. The building of a rather strong and stable economy in West Germany became one of the aspects that prove that indeed democracy and race in West Germany remained intertwined (21). Second, the requirement of extra manpower by the federal government to address the shortage of labor also goes to prove that indeed democracy and race in West Germany were intertwined. 7. Post War Europe engaged in a project of “reordering national societies”. (26) What were the reasons for this reorder? What were the consequences. The reasons for the reopening included securing stability and peace in the region that had just come from the world war (26). Ideally, this meant that political stability was achieved in the rather highly volatile region. Also, it helped in the actual installation of the communist governments in the regions. The consequences of the reorder included a rather destabilized post-war political strategy and also the cultivation of a culture of purity. Journal Entry 2 02/02/2021 Journal Reflection ANRS, Chapter 1 1. This chapter focuses on a reformulation of race after 1945. Comment on the reasons, why “Mischlingskinder” or “Black Occupation Children” became the subject of social policies on race. Before 1945, Children became the main targets in the Nazi regime murderous quest. They wanted to create a new order based on the notions of racial purity. In an aim of crafting a super state and realizing a pure empire in Europe, Black occupation children became the target of the social policies they implemented. These included things such as euthanasia and sterilizationthey went as far as committing mass murders. 2. Post-war Germany saw a liberalization of abortion policies. Comment on the racial implications of these policies. Post-war Germany saw a liberalization of abortion policies. However, these policies had severe racial implications for all parties involved. For instance, the blacks and other minority groups were considered lesser; as a result, it was easy to get an abortion permit if you claimed you had been raped by these groups. Additionally, people started viewing abortion in psychological and mental terms. For instance, a woman wrote that she had been raped by a Moroccan and that her mental health was at stake. For these people, minority groups were outcasts and not to be considered equal. They were viewed as some sort of disease which led to further discrimination and racism. 3. Heide Fehrenbach argues that the focus on Afro-American paternity was a deliberate act. What were the reasons for this narrow focus? What role did the American Society for Christian-Jewish Cooperation play in the German debate about race? What role did social sciences such anthropology and psychology, and “Prejudice studies” play in the formulation of social and educational policies in Germany in the 1950s? Heide Fehrenbach argues that the focus on Afro-American paternity was a deliberate act. The reason for this narrow focus was to select children of the UA black occupation to kidnap and kill y injections. In essence, the focus was aimed at balancing the race in the country and influencing the odds in the favor of the white. The American Society for Christian Jewish Cooperation was founded to fight the racist violence of the Ku Klux Klan and anti-Semitism. They were deployed to help fight racism and respond to situations where discrimination was at its highest levels. Social sciences such as anthropology and psychology played a vital factor in influencing people’s understanding on race. Through the experiments conducted, they were able to ascertain whether race makes people different and what influences it. 4. The adoption of “Brown Babies” by African Americans (initiated by Mabel Grammar) turned out to be problematic. Why? The adoption of ‘Brown Babies’ by African Americans turned out to be problematic. First, the Germans considered the Afro-Germans as inferior. The rates of adoption were therefore low, social services started placing the Afro-German babies into families of the same cultural and ethnic origin. The adoption of the ‘brown babies’ turned out to be problematic because of various factors. First, it influenced competition across all sectors, for example, competition for employment. The problem with integration is that it bred more division and alienation for the brown babies. 5. By the late 1960 the integration of Black Germans into mainstream society had been considered a success. What are some examples of this alleged success? What are some examples of the continuous racism particularly when considering the intersection of gender and race? By 1960, the integration of Black Germans into mainstream society has been considered a success (Fehrenbach, 2009). This alleged success ranged from increased employment opportunities to the change in societal views and perspectives on Black occupation children. The Black Germans were accepted into mainstream society through marriages and cross-breeding. 6. Despite the rhetoric of successful integration, the focus on “difference and its perceived social disruptions” continued and was interpreted as “Xenophobia,” the hatred of foreigners. What impact did this shift in focus have on debates about race? Xenophobia contributed to the debate about race. The hate for foreigners can be directly associated with racism and discrimination. It influences how people perceive each other; hence their reactions and behaviors towards each other. Reflect on what you consider to be the most significant learning aspect(s) of this chapter. How does this reading help you to understand (more deeply) the concepts of race, and racialization and their importance for notions of national, social and cultural identities? How does the debate about race in post-war Germany compare and contrast to what you know/have learned about race and racism in your own country? These readings influenced my understanding on race and notions of national, social and cultural identities. It helped me understand how racism was embedded in the histories of most countries such as Germany and how this influenced their current racial make-up. The struggle of the Africans since time immemorial has been significantly highlighted through the milestones they had to face and conquer to achieve a semblance of equality. The debate about race in post-war Germany compares to what I have learned about racism in my own country. Just like the Germans, Americans felt threatened by the Africans. Journal Entry 3 02/09/2021 Personal Thoughts On May Ayim’s Poems In her poems, May Ayim sought to address the socially and politically constructed notions that existed even after the Berlin Wall falls. In many of her poems, she expressed the bitterness of life-based on how people were being treated. For instance, in her poem, "borderless and brazen: a poem against the German "u-not-y," she alludes that she will remain black even if the blackness was not pleasing to others. Furthermore, she posits that she will remain African even if people wanted her to be a German. Her sentiments in the poem indicate how people mistreating individuals of black origin and, more so, the Africans. According to May Ayim, blacks needed to go beyond what they could do to see them overcome what they were passing through and demand freedom. This poem seems to reflect either what May Ayim had passed through or saw an African passing just because of his or her skin color. When May Ayim lived in Berlin, she protected herself from day-to-day undisguised insults and hostility from racist offenses. May Ayim also authored the poem "Blues in Black and Whites," in the poem, she addresses the themes of politics, love, and absurdities in day-to-day life. In the poem, May Ayim uses unique styles in addressing the issues mentioned above. Her poetic language effectively expresses the dangerous stereotypes created and the texts hidden in the day-to-day use of language and human characters. The poem exposes the complexities of life and the available irony that is created within those complexities. May Ayim utilizes poetic humor to pass her intended message to the public. She criticizes the ills present in German. Journal Entry 4 02/16/2021 Frieder Schlaich, Otomo, 1999 The film Otomo draws on material from a public controversy that originated in Stuttgart in 1989 following the fatal shooting of a Liberian asylum seeker, Frederic Otomo during a scuffle in which 2 officers were mortally wounded. The film director, Frieder Schlaich sought to do a docudrama about the incident in Stuttgart. However, the project was deemed too controversial. The police refused to offer documentation needed to accurately recreate the event. The shooting was regarded as one of the most contentious crimes in Stuttgart’s post war history. It led to bitter national debate comparable to that which later arose in NYC following the fatal shooting of West African Amadou Diallo by NY police officers. Questions: 1. What do we learn about Otomo in the first scene? Otomo came from Liberia through Cameroons, and he has not been under unemployed for a long time. He woke up that morning to look for a job, and he was all alone, yet it was his birthday. He was a black man and had been in the country for eight years. 2. Describe the scene at the day laborer agency. What are some of the racist moments Otomo encounters? Do the men express different attitudes towards Otomo? In what way? Otomo tries for a minimum-wage position using his temporary passport, the only official papers he has. He is told the passport is not enough for qualification, and he is refused the job. The men express discriminatory attitudes towards him. They make fun of his scuffed shoes owing to being very poor by calling them “jungle creepers.” 3. Comment on events in the streetcar and the police station where the ticket controllers report on Otomo. Do you think the controllers’ response to Otomo is justified? Why/Why not? At the police station, the ticket controller and his partner try to record a statement. The woman gets hold of the ticket and somehow realizes the access could have been good. It shows Otomo could have been right. The controller’s response was not justified as he should have tried to find more of why the ticket could have been faulty. 4. Describe Rolf’s and Heinz’ characters and actions throughout the film. Do they change in their behavior/attitude? How? What is Heinz’ motivation in his attempt to catch Otomo? Rolf is portrayed as an ambitious officer, as he envisions rapping to break his monotony of daily routines. Heinz, on the other hand, had plans to start a family, but he had not seen opportunities. The two carry out policing actions that depict the integrity and objectivity of the justice system. Heinz's motivation to apprehend Otomo was to gain promotion to start a family. YES. 5. What role does Gisela and her daughter Simone play? What kind of a person is Gisela? Gisela and Simone provided the time to portray Otomo’s identity and personality. They represent the kind people in society who are capable of aiding strangers in need. They evidence source of hope and final kind times that Otomo would have. Gisela is displayed as a considerate and affectionate woman. She takes him in and offers him money for transport. 6. Reflect on the final scene and the historical footage of the funeral of the two policemen. Compare to Otomo’s funeral. Symbolic differences can be seen in the level of importance and justice offered to people. The two policemen were accorded a state funeral with people attending, while Otomo’s funeral had none. Racial discrimination is portrayed at great depths as his death is described as necessary for killing the policemen. What do you think the film is about? This is NOT a question of story line but one of deeper meanings/questions exemplified through the story. The film is about racial discrimination that minorities in Germany and other parts of the world, especially immigrates seeking asylum, face in their daily lives. The film builds on the justice system's inefficiencies that further increase inequality and extortion of due criminal justice due process. GOOD POINTS Journal Entry 5 02/23/2021 ANRS: Chapter 2 Questions 1. Briefly comment on the classification of Jews in Germany after WWII. What are the implications of labelling them “displaced persons” and “infiltrees”? The classification of Jews in Germany after the world war influenced racism and discrimination. People labeling the displaced persons and ‘infiltrees’ made them seem inferior and aliens in another man’s land. Instead of people embracing them, they started discriminating them. They were not considered as part of the country’s make up, they were identified as displaced persons. 2. What does “Waiting room situation” refer to? The Waiting room in this situation refers to the period the Jews were waiting for resettlement elsewhere. The levels of discrimination in Germany had spiked which influenced the Jews perceptions in terms of being resettled elsewhere. 3. In May 1848, the Jewish State was declared. Reflect on its significance for the status of Jews in Europe. The status of the Jews in Europe changed with the declaration of the Jewish state in 18ewish state in 1848. These people had an identity and were no longer considered as displaced persons. Its establishment saw the passing of many laws that reflected the values and identity of the Jewish people. It established a community for the Jews in Europe; their values and practices were considered important and equal to the Europeans. 4. What was the central question about the future of Jews in Germany? The central question about the future of the Jews in Germany was based on their future. There were major arguments over the future of the Jewish community and whether the Jews were justified in remaining in Germany. The central question was based on the Jewish community leaving Germany and whether this would automatically grant Hitler victory. 5. What did the “New Anti-Semitism” look like? The New anti-Semitism was a concept associated with the formation of anti-Semitism in the later 20th century. They opposed Zionism and the Israeli government and criticized the concept of Semitism. In essence, they opposed any form of slavery and supported unity and collaboration across all tribes. 6. What is meant by the “Hard Core”? “Hard Core” are Germany Jews who did not leave Germany in 1950. The Germany Jews did not have much relationship to Judaism. It was because of restoration of normality in West Germany. The “Hard Core” stubbornly resisted the unwilling emigration or resettlement. 7. Describe the relationship between the Jews and the German population in the 1950s. Racism was still a significant factor between the Jews and the German population in the 1950s. However, new initiatives were being implemented and drafted that respected ethnicity and diversity in the country. In as much as the relationship was not good, these people strived to maintain peace and collaboration among each other. Journal Entry 6 03/02/2021 Fringe Voices 35-46 and 57-74 Rafael Seligmann Rafael Seligmann was born in Tel Aviv in 1947.His parents had fled Nazi Germany, but returned to the country in 1957 and settled in Munich where Seligmann witnessed the normalization of German-Jewish relations first-hand. After giving up a traineeship as a television technician, and further schooling, he eventually studied history and politics wrote a doctorate in 1982 on Israel's security policy. He became a journalist and a political adviser and has written essays and novels about the German-Jewish experience. He founded the Jewish Voice From Germany, an English-language quarterly which ran from 2012-2019. On founding the journal, Seligmann noted, “I was adamant that Hitler should not have the last word on German-Jewish History”. Jews & Germans: A Vibrant Reality | Jewish Voice From Germany (jewish-voice-fromgermany.de) Zionism and The Underling (p 35-46) 1. How would you describe the character of Jonathan Rubinstein, the adolescent Jew in Seligmann’s novel “Rubinstein’s Auction” in the segments “Zionism and “The Underling”? Jonathan Rubinstein appears to be an individual who is principled and holds integrity dearly in Zionism (Seligmann, 1995). His arguments are valid and only seem rude, as the executive members have embezzled the funds. Jonathan further displays confidence and understanding in “The Underling” as he restlessly looks for his teacher’s attention and understands the situation of the high risks that she is putting herself in. 2. What do we learn about conflicts within the Jewish Diaspora in Germany in “Zionism” and between Jewish and non-Jewish Germans in “The Underling”? The conflicts within Zionism depict corruption and leadership dishonesty among a group of common ancestry. Instances of corruption and dishonesty limit Jewish progress. On the other hand, conflicts in "The Underling" present societal conventions on relationships between a teacher and a student that society prohibits. Love relationships between Jewish and Germans are perceived vices. Henryk M Broder (1946-) is a Polish-born German journalist, author, and TV personality. He is known for his polemics, columns, and comments in written and audiovisual media. He wrote for the magazine Der Spiegel as well as its online version and the daily Berlin newspaper Der Tagesspiegel. Since 2010, he has been writing for Die Welt. He is co-editor of Der Jüdische Kalender (The Jewish calendar), a compilation of quotes and texts relating to German Jewish culture, published annually. Besides his numerous publications, he appears as a frequent guest on German TV talk shows. Broder is especially interested in “Coming to terms with the (National Socialist) Past” (Vergangenheitsbewältigung), Islam, Israel and the Israeli-Palestinian conflict. He sees a close relationship between German criticism of Israel’s policies and Antisemitism. 1. How would you define Broder’s concept of “Heimat” or homeland? Broder’s concept of homeland attributes that Heimat should be a concept that lacks the territorial aspect. A home encompasses the constant search for newer experiences in different areas and not necessarily a single place for a lifetime (Broder, 2004). Fixed dwellings such as cities cannot be regarded as Heimat, as residence should not be permanent. 2. Comment briefly on 2-3 sections of the text that you find most thought provoking, challenging or even disturbing. The first section that is thought-provoking is the territorial aspect concerning homes. The new perspective brings in territorial relevance, as most people are not residing in their places of birth. Another thought-provoking ordeal is the historical connections to instances of mobility and the cliché "wandering Jew" that indeed portrays the historical mobility that influences Heimat's definition. 3. Explain how these short texts relate to “From Victims to Homeless Foreigners” ? The short text presented by Broder depicts his definition of homes as an aspect that should not be territorial as people will always search for newer experiences. In the same connection, the notion relates with "From Victims to Homeless Foreigners." It describes how the survivors of the holocaust aim for newer experiences through emigration and away from Germany. I made some suggestions for a more nuanced reading particularly for the two chapters in ANRS.
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Journal Entry 1

01/26/2021

Pre-reading reflection:
How would you define “race”? Does your definition and understanding of the concept
differ from other definitions? If so how? Why do you think it is important to engage in
discussions about race?
ANRS: Introduction (1-30):
1.

Explain the significance of the experience of Nigerian football player Adebowale

Ogungbure for a public discussion on racism in Germany and Europe.
The surge in racist remarks and actions especially among the black people remained
rampant in Europe. The white individuals were involved in discriminating the blacks. In this
case, the football player's treatment as he exited the playing field whereby, he got subjected to
mockery and other unfair treatment such as being spat on while others made noises akin to
monkeys highlighted the height of racism and to some extent, the intolerance witnessed in the
post-war period. The retaliation by Ogungbure by displaying the Nazi salute was however the
focus of attention leading to investigations by the legal authorities (1). Though the player was
later released, the swift action initiated against him as opposed to the humiliation meted upon
him and others depicts the state of racism in Germany and Europe at large.
2.

How do you understand Ogungbure’s apology? (p 3)

The apology by the Nigerian player for his recidivist acts came way after the football
manning bodies such as FIFA and actions by players such as Thierry Henry to champion the end
of racism acts especially in football pitches (3). In this case, the apology was given as an
afterthought after significant strides had been made to ban racist acts like was the case in the
2006 football world cup.

3.

Scholars agree that “Racism has no single characteristic form” meaning that

notions of race and ethnicity are fluid, contingent and unstable. Outline the differences between
‘race’ and ‘ethnicity’.
There exist several distinct differences between the aspects of race and ethnicity. First,
ethnicity is represented by peoplehood because of their customs and language whereby race on
the other hand tends to be radicalized and does not necessarily exist in nature. Second, race is
usually associated with phenotypic aspects that include skin color while ethnicity, on the other
hand, includes cultural aspects such as tribal affiliation, traditions, and nationality of a specific
group (4). Third, race is associated with physical traits of humankind for specific individuals
whereas ethnicity is predominantly associated with large groups of people through factors such
as religion and nationhood among others.

4.

What is the “Zero Hour”? Why is it considered to be a “myth”?

Zero hour was one of the German concepts that were predominantly used in the United
Kingdom to denote a situation where workers got hired according to the needs that arose from
time to time. Ideally, this means that the said workers could only work on a contractual basis.

The concept of zero hour was considered a myth in Germany and at the same time deconstructed
as it failed to represent the continuation and did not represent the ideals of the country (5).

5.

“Race, ethnicity, and nature are not so much discrete entities or things in

themselves but rather modes of perceptions or ways of making sense of the world.” (p 14).
Explain using examples from the discussion on pp 8-14.

The Christian anti-Judaism offers a succinct example in terms of nature and religion that
it is a mode of perception geared towards making some sense to the Jews in their quest of
preaching against the Islamization of the immigrants from Turkey (11). The anti-Semitism
followers believed that Christianity was the supreme religion. Also, the condemnation of the farright claims by the Christians in the early 1980s in a way that threatened the purity of the
Republic got viewed as racist (13). It, therefore, shows that aspects such as ethnicity, race, and
nature are created modes of perceptions with the motive of making sense of the world.

6.

“Democracy and race were intertwined in West Germany in two respects” (21)

Explain.

The building of a rather strong and stable economy in West Germany became one of the
aspects that prove that indeed democracy and race in West Germany remained intertwined (21).
Second, the requirement of extra manpower by the federal government to address the shortage of
labor also goes to prove that indeed democracy and race in West Germany were intertwined.
This was evident when the blacks in West Germany were forced to participate in hard labor.

7.

Post War Europe engaged in a project of “reordering national societies”. (26)

What were the reasons for this reorder? What were the consequences.

The reasons for the reopening included securing stability and peace in the region that had
just come from the world war (26). Ideally, this meant that political stability was achieved in t...


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