Most people know that I am Panamanian. Orgullosamente! Only some people know, however, that my father is Panamanian and my mother is African-American. Interestingly, this did not factor into Gateways until a meeting with Charlotte based artist Nico Amortegui.
Nico, born and raised in Bogotá, Colombia, has lived and worked in the United States since the late 1990s. He is quick to say, one of the main reasons he is here and that he lives in Charlotte is his wife and two daughters.
Early in our exhibition stages when I was deciding what the salient themes were and how they would be represented, I met with Nico in his studio. We discussed some of his recent work, the growing population of Latinx in Charlotte, Latin American vs Latinx, and the restrictive focus on Latin Americans/Latinxs. THAT was the inspiration for his piece in Gateways: He wanted to create a piece that focused on Latinxs, but one that included space for his wife – who is not Latina- and his children.
When his work was in process I referred to it as “blended families” but Nico’s original piece created for the Gateways exhibition is called An Immigrant Connection to a Country of Immigrants. In his words,
It is based on the fact that when we talk about Latinos we blur out the Americans (United States) that have embrace the Latino culture and have made it part of their life.
This beautiful work is in the “Making Home, Constructing Communities” section of the exhibition, but the message resonates throughout the whole exhibition. When we fight for social justice and civil rights, when we build networks, when we celebrate our communities we do not do this alone. It is never ONLY the Latinx community and it is never only FOR Latinx communities.
This is the story of millions of families in the United States, including mine. So in the spirit of this piece, I say Happy Panamanian Mother’s Day to my mom who has embraced the culture and made it part of our lives. Although my mother is African-American, she has a big Panamanian family is mother to Panamanian children so …
HAPPY MOTHER’S DAY, MOM!!!
Gateways is open! Through the lenses of social justice, constructing communities, and festivals as community empowerment, the exhibitionexplores the triumphs and struggles of Latinx migrants and immigrants in four urban destinations: Washington, D.C., Baltimore, MD, Raleigh-Durham, NC and Charlotte, NC
Today [June 26, 2016] marks a historic moment for Panama, for our hemisphere and the world.”
– Juan Carlos Varela, President of Panama
In this age of increased border policing and nationalism, nothing reminds us of global connectedness like oceans. Also, I will take all opportunities to write about Panama.
Author disclaimer: I love Panama! My father is from there. My family lives there. I did my dissertation fieldwork there. The Smithsonian has a Tropical Research Institute there (STRI). It is constantly among the happiest countries in the world and frankly, it is beautiful!
The defining thing [about Panamanian identity] I would say is the Panama Canal … what else … that is all … we can’t even go any further!” – DC resident from Panama
In August 1914, the Panama Canal opened, revolutionizing global sea traffic. The Canal created a “path between the seas,” joining the Atlantic and Pacific Oceans. Ships no longer had to travel all the way around South America. They could now pass through the 50 mile long Canal. Ships traveling the canal connect 160 countries and reach about 1,700 ports worldwide. To date, more than one million ships have passed through the Canal.
The politics and culture of the Panama Canal is a central element — literally and figuratively — of Panama’s national identity and on December 31, 1999 the U.S., who operated the Canal since 1914, turned over full control of the Panama Canal to Panama.
The last time I visited Panama was a research trip 2014 with ACM photographer Susana Raab to document the 100th anniversary of the Canal. During that trip, we visited the Canal expansion project on the Atlantic coast
We also took a partial transit through the Panama Canal. It is a marvel to watch ships being raised and lowered to pass through the locks system of the Canal.
On June 26, 2016 , over a hundred years after the Panama Canal opened, the new locks at the Panama Canal were inaugurated. We are now living in a Post-Panamax or NeoPanamax maritime era! The expansion brought two new sets of locks, Cocolí on the Pacific coast near Panama City and Agua Clara on the Atlantic coast at Colon.
The size of the original canal made it difficult for high-volume Asian shipments to get to the East Coast of the U.S. Post-Panamax ships can reach 1,200 feet long — more than three football fields — and are up to 160 feet wide. The expansion doubles the Canal’s capacity.
So while this feat is certainly worth celebrating, it has global ramification and human costs especially in the U.S.. Canal expansion has meant that ports like Savannah, New York, New Jersey, and Houston among others have invested billions in order to accommodate the larger ships that will pass through the new Canal. Larger ships mean updating ports, and consequently increased road traffic, as more trucks will be needed to transport the increased number of goods. In December of 2014, the Melissa Harris Perry Show discussed some of the environmental concerns of Canal Expansion in New Jersey.
In the coming month, years, and centuries we will all be witness to the Panama Canal’s continued influence on global trade for the U.S. and the world.
On this date in history 62 years ago today, the landmark case Brown v. Board of Education of Topeka, KS made school segregation unconstitutional. This case transformed the lives not only of African-Americans, but was preceded and followed by justice for Black and Brown U.S. citizens around the world.
Highlighting these connections takes nothing away from Black struggles for Civil Rights in the United States. On the contrary, the intent is to demonstrate that past, present, and future struggles for Civil Rights have never been for or by one group alone.
Mexican Segregation: Méndez et al vs. Westminster School District of Orange County California (1947)
Discrimination and segregation in the United States have never been strictly Black-White experiences. The discrimination against Mexican-Americans, especially on the west coast of the U.S. was rampant.
A case in California eight years before Brown set a necessary precedent for Brown vs the Board of Education: Méndez vs. Westminster .
In short, although no law legally segregated Mexican and Mexican American children (de jure), they were in fact segregated (de facto). In 1944, The Orange County school district told Gonzalo Méndez that his three children had to attend the “Mexican” school despite the fact that their lighter skinned cousins attended the white school. Mendez and four other Mexican families took four Los Angeles-area school districts to court and won a class action lawsuit at the trial and appellate levels of the federal court system. (Click HEREto listen to Sylvia Méndez recall her experience as a child attending a Mexican School)
Understanding that legal decisions and civil rights transcend state, racial, and ethnic lines, Mendez’s counsel and support included: League of United Latin American Citizens (LULAC), the National Association for the Advancement of Colored People (NAACP), American Jewish Congress, American Civil Liberties Union (ACLU), and the Japanese American Citizens League.
When Thurgood Marshall represented Linda Brown in Brown vs. the Board of Education, he used arguments from the Méndez case. The relevance — segregation based on color and origin — was clear.
That we are all individuals; that we are all human beings; that we are all connected together; and that we all have the same rights, the same freedom.” – Sylvia Mendez, recipient of the Presidential Medal of Freedom in 2011
Brown vs the Board of Education reaches the Panama Canal Zone
We often think of U.S. law within the physical confines of the United States. But what about U.S. territories? Such was the case of the Panama Canal Zone.
The Panama Canal Zone was a U.S. territory from its creation in 1903 until the Panama Canal Treaties of 1977 mandated the Zone’s dissolution in 1979. The United States was a racially segregated society. U.S. society at the time included the U.S. Panama Canal Zone, as the Zone was governed completely by U.S. laws. Segregation existed in the U.S. Panama Canal Zone.
Manuel Sandoval, DC resident, recalled the separated spaces existed along both race (“Black” and “white”) as well as citizenship (“Panamanian” and “American”) in Panama during his interview.
I never experienced discrimination; however, in the Canal Zone there was clear discrimination — Panamanian Blacks went to one place, Black Americans went to another, and White Americans had their own thing.” – Manuel Sandoval
Black Mosaic Exhibition Records, Anacostia Community Museum Archives, Smithsonian Institution
After the landmark decision of Brown vs. the Board of education, citizenship, not race, became the primary source of inequity in the U.S. Panama Canal Zone. Black and white U.S. citizens integrated. This law only applied to U.S. citizens. Zonians (the term for people living in the Canal Zone) of Panamanian or West Indian citizenship remained segregated from U.S. citizens in school and housing, with some exceptions, such as the Canal Zone College. Latin American schools and thus Spanish language instruction replaced U.S. based school with English language instruction for non-U.S. citizens. This language change was especially problematic for West Indian children from English speaking islands, as many did not speak Spanish at home. Between 1960 and 1970, Panama had the largest number and percentage of Central American immigrants to the U.S. The change in language of educational instruction in Canal Zone schools was certainly a factor.
Brown vs. Board of Education, Panama, and the Doll Tests
Although raised in New York, Dr. Kenneth Bancroft Clark was born in the Panama Canal Zone. Dr. Clark was the first Black Ph.D. recipient from Columbia University, the first Black president of the American Psychological Association and the first tenured Black professor at the City University of New York.
Dr. Clark is best known for his psychology experiments colloquially known as “doll tests.” He and his wife, Dr. Mamie Clark used four dolls, identical except for their color, to test kids’ racial perceptions. Children ages 3-7 were asked to identify the dolls and express preference. The majority of the children preferred the white doll, assigning positive characteristics to it and negative characteristics to the darker doll, deemed undesirable.
These tests were prominently cited in the 1954 case Brown v. Board of Education of Topeka, Kansas as evidence of the psychological effects of racial segregation on Black children’s self-esteem. It was one of the first times social science research was used in legal proceedings (Méndez vs. Westminster also drew on social science research). Less cited conclusions from the Drs. Clark’s “doll tests” included that racism is an inherently American institution and that school segregation also hindered the development of white children. Given the news that U.S. schools are re-segregating, these lessons are more important than ever.
Latino-centered struggles for Civil Rights and Social Justice will be part of the upcoming exhibition Gateways. Opening December 2016, Gateways explores the triumphs and struggles of Latino migrants and immigrants in four urban destinations: Washington, D.C., Baltimore, MD, Raleigh-Durham, NC and Charlotte, NC
From April 26-29 I, and thousands of museum workers, attended theAmerican Alliance of Museumsannual meeting in Atlanta, Georgia. The theme of this year’s conference was: The social value of museums: Inspiring change.
I attended many insightful sessions about immigration, telling American Stories, museums as conveners, museums as sites of activism, and measuring/evaluating social change. Of the many things I left pondering, one of the most significant is: How do or how should I measure the social value and impact of MY work activity?
In a session addressing museum evaluation, Deborah Schwartz of the Brooklyn Historical Society invited us all to
Engage. LISTEN. Exchange
I have been sitting with this advice for almost two weeks now, still wondering how one measures this. In order to think about the social value and impact of our work activity, we must look at HOW we work and not just WHAT work we do. A better question than measure might be: how to do we know if we are being successful in engaging, listening and exchanging?
I don’t have a complete answer yet, but:
1. People now tell me about any Panamanian in their life. I find this amusing and wonderful. I love that those around me feel comfortable talking to me. These declarations of Panamanian association usually lead to questions about food, music, immigration, language. Really though, the conversations can lead through any number of interactive activities. Engagement, listening, and exchange.
Forwarding an email message may seem like a trivial act not worthy of note or measure. I disagree.
We all know how easy it is to delete emails, read or unread. The fact that people not only thought of me when they heard of this film and read their email message, but further, took the extra minute to send me the information knowing I would be receptive gives me hope. I am helping create an engaged network concerned not only with her/his own activity but also the knowledge and activity of US. While I am not yet certain how to measure or report my impact or activity, the social value of my work is exponentially increased by engaging with, listening to, and exchanging with the communities I serve, in big and small ways.
It is a word we use often. It is in our museum name: Anacostia Community Museum. So how does this new exhibit tie into what we do here in Anacostia?Bridging the Americas: Community and Belonging from Panama to Washington, D.C. presents stories from diverse DC area residents — many of Panamanian descent, some from the Panama Canal Zone — and asks you directly to think about your community and where you feel you belong.
One of the truest lines in the exhibition, in my humble curatorial opinion, is: “emotional connection is much more important than a legal one. Anyone who feels they belong probably does.” The underlying themes of this show are human diversity and connections. The spaces in which we reside are multiple… and connected!
The show holds a lot of information. When you walk through the exhibition, you are hearing DC stories. But they are also national stories and international stories. It is up indefinitely and I very much look forward to elaborating on themes, events, and stories through our public programming.
So what do we want people to take away from this exhibition?
Acknowledgement that people carry multiple identities always
Appreciation for diversity in Panama, the U.S. , and the DC metro area.
Understanding of important events that have created a profound relationship between the nations of Panama and the U.S.
Awareness of the Panama Canal Zone and the complexity of place based “Zonian” identity
Recognition that the Panamanian population in the D.C. area has a strong history and presence
Thoughtfulness about their own communities and reflective responses to the exhibition’s reflection questions on our public response wall.
It was standing room early on Sunday April 12, 2015 for the opening of “Bridging the Americas: Community and Belonging from Panama to Washington, D.C.” The inaugural exhibit by Curator of Latino Studies Ariana Curtis, Ph.D. examines through images and narratives the various ways in which Zonians and Panamanians in the D.C. metropolitan area think about home and belonging in and in-between Panama and Washington, D.C. From passage during the California Gold Rush to the 100th anniversary of the Panama Canal in 2014, the United States and Panama have a long and intertwined history. The exhibition shows the formal ties between the two nations but focuses on the human stories and migrations that underscore the connection.
Spring 2015 Internships with the Anacostia Community Museum!
Below are the internship opportunities for the Research and Collections Departments. All internships are unpaid. Contact information for each supervisor is included in the description. Start and end dates are flexible. We are looking forward to working with you!
Transportation: Free round trip shuttle service to the Anacostia Community Museum can be provided from the National Mall or L’Enfant Plaza Metro Station Monday-Friday for all interns.
Museum Mission: The mission of the Anacostia Community Museum is to enhance understanding of contemporary urban experiences and strengthen community bonds by conserving the past, documenting the present, and serving as a catalyst for shaping the future. More information on the Museum: http://anacostia.si.edu
Curatorial intern (Panama project)
Intern will work directly with Dr. Ariana Curtis, curator of Latino Studies and gain valuable, on-site experience in curatorial processes and exhibition preparation. Intern will assist in planning public programming and creating tangible resources for upcoming exhibition Bridging the Americas: Community and Belonging from Panama to Washington, D.C. Familiarity with Panama preferred but not required. Research experience required. One position available. Contact: CurtisA@si.edu
Curatorial intern(s) Museum interactives (Latino Studies general)
Intern will work with the curatorial staff under the direction of Dr. Ariana Curtis, curator of Latino studies and gain valuable on site experience in curatorial processes and exhibition preparation. Intern will visit various museums in the immediate DC area to research and document multilingual and interactive exhibition elements in various exhibitions. This position is unpaid. Multiple positions available. Contact: CurtisA@si.edu
Research intern(s) Census and Latino Community Change
Interns will work directly with Dr. Ariana Curtis, curator of Latino Studies and gain valuable research experience on identification, representation, and government reporting. Intern(s) will assist in research with US census data, American Community Survey data, changing racial/ethnic categories over time, and the identification of Latino populations. Project entails reviewing old census forms and data, reading/synthesizing secondary source data, and following current debates about Latino racialization and racial identification. Previous experience using census data not required. Strong writing skills preferred. Multiple positions available. Contact: CurtisA@si.edu
Research intern(s) Neighborhood Change
Opportunity to work at the Smithsonian Institution, Anacostia Community Museum doing research on two topics related to neighborhood change in Washington, D.C.:
*How the building of the Suitland Parkway during the Second World II impacted the surrounding SE community
*The transformation of the African-American St. Philip’s Hill community in NW Washington, D.C. into the affluent mostly white University Terrace community in the 1950s and 60s
Research will include working with materials at the National Archives, the Washingtoniana Collection of the D.C. Public Library, and the Archives of the Anacostia Community Museum among others. Research will also include participating in the oral interviewing of individuals who might have information on the areas being studied and the transcription of these interviews. The research will be undertaken under the supervision of Mrs. Alcione M. Amos, Museum Curator. For questions please contact Alcione Amos firstname.lastname@example.org
Archival Collections Processing intern(s)
Interns will gain focused experience in arrangement, description, and preservation of archival collections and knowledge of descriptive standards including DACS (Describing Archives: A Content Standard). The internship entails conducting research on collection subject and context, creating EAD formatted finding aids using Archivists Toolkit, and sharing information about processed collections through social media. Interns work under the guidance of the museum’s archivist. Strong writing and organizational skills preferred. This position is unpaid. Interested students may contact Jennifer Morris: email@example.com.
Interns will assist with cataloging item level and series descriptions in the Horizon database system for the Smithsonian’s online database (www.siris.si.edu). The intern will conduct research on the archival items, create MARC-based records, and disseminate information about newly cataloged materials through social media. Interns work under the guidance of the museum’s archivist. The ideal candidate has working knowledge of MARC and DACS. Attention to detail and strong organizational skills preferred. Intern will gain insight into the application of MARC in an archival setting. This position is unpaid. For questions contact Jennifer Morris: firstname.lastname@example.org.
Interns will help make collections more accessible by digitizing documents for transcribing by the general public for the Smithsonian Transcription Center (https://transcription.si.edu/). Interns will also apply embedded metadata to digitized assets, write summaries utilizing collections, and review transcribed text. Attention to detail and strong writing skills preferred. This position is unpaid. For questions contact Jennifer Morris: email@example.com.
Object Collections Care and Cataloguing Support
In support of ACM’s goal of providing the highest quality housing for, description of and access to its permanent collection, this Internship will include general collections management projects including:
– rehousing of object collections prioritizing access, physical support and conservation-grade materials
– promoting intellectual access to collections through digitization as a component of the cycle of care
– facilitating discovery and access through lexicon and authority based cataloguing
– facilitating discovery and access by connecting collections for distribution to online databases
Under the direction of the Collections, we are currently organizing our permanent collection with the goal of delivering a complete catalogue with digital surrogates to collections.si.edu by the end of 2014. Projects within the Collections department would seek to expand the reach of these digital collections through description, research and topical cataloguing of museum collections.
Interns can also expect to receive training in the handling and care of collections in support of projects advancing the preservation priorities of the museum. Educational goals for this internship will focus on best practices in handling and care as well as innovative methods for online description and access. Internships will entail handling, processing and rehousing of coherent collections providing opportunities for demonstrating and documenting mastery. The ACM will provide guidance and access to necessary readings, resources and institutional expertise in support of these deliverables. This internship will provide an opportunity to become familiar with collections management processes and standards within a community museum. Contact: Josh Gorman at GormanJ@si.edu
“You don’t make a photograph just with a camera. You bring to the act of photography all the pictures you have seen, the books you have read, the music you have heard, the people you have loved.”
― Ansel Adams
This woman de la tercera edad, as we would say in Spanish, is a quiet representation of pride. In her pollera, the national costume of Panama, with her gold hair pieces and tembleques, the white hair ornaments, she is intently working on another hair adornment, seemingly unperturbed by the men around her in t-shirts. She isn’t in Panama. She is in Washington, D.C.
The first time I saw this picture in the Anacostia Community Museum Archives, I felt.
As the opening quotation alludes, every viewer brings something unique to the photographs they view. Viewing pictures is not passive; it is an active interpretation. Sometimes we can articulate why we like an image or why we do not. But other times, images just touch you. They simply make you feel.
This picture touched me for various personal reasons, related to the quotation by Ansel Adams. Of the thousands of pictures in the Black Mosaic archives, this image would of course catch my attention.
I look at this, as you do, through multiple lenses. For example: as a woman, the daughter of a Panamanian father, someone that was very close to my grandmothers, someone who works directly in visual representation, as an anthropologist concerned with the politics of the quotidian, as a scholar that studies international representation in U.S. spaces, as someone that loves polleras… the reasons I am drawn to this image are countless.
Often times, nation and pride are visually represented by flags and/or children. This picture has neither. And yet, to me, perhaps because of what I’ve seen, read, the music I’ve heard and the people I’ve loved, this is a strong and sweet representation of love, nation, and pride.
I am just back from over a week in the beautiful nation of Panama. It has been four years since I was last there and the changes are astounding (more on that in other posts).
I went with our photographer, Susana Raab, to do photo documentation for the upcoming exhibit Bridging the Americas. The framework for Bridging the Americas is the relationship between the nations of Panama and the United States. The Panama Canal and the former U.S. territory, The Panama Canal Zone, are literally and figuratively at the center of this bond.
One of the spaces I was most excited for Susana to document was the ascent at Cerro Ancon, or Ancon Hill.
Ancon Hill is the highest point in Panama City. It is home to lush vegetation and wildlife, provides spectacular views of Panama City and the Panama Canal, and has historical significance.
When the U.S. controlled the Panama Canal Zone (1903-1979/1999) multiple levels of U.S. authority existed in and around Cerro Ancon – political, medical, and military. The area held the residence of the U.S. Canal Zone Governor, the U.S. Gorgas Hospital, and also parts of U.S. Southern Command.
On my first journey to the summit in 2010, I was greeted in route by fellow hikers and the reclamation of public space via nationalist art. I loved them! It felt like the perfect visual goodbye gift on the final day of my research year in Panama.
Here are just a few of the many pictures I took on my ascent in 2010.
Four short/long years later, the hike up Cerro Ancon was much less colorful. Gone are the benches formerly painted with Panamanian symbols – ladies in polleras, the Bridge of the Americas, the Panamanian skyline, the gold frog.
Now the benches are a standard dismal gray. There are small remnants of color and nationalist symbols near the top of the hill like this one:
And though gray the benches, even on a cloud day in Panama City, the views of the city, the bridges, and the Panama Canal are still spectacular and well worth the hike!