About a year ago, I was asked if I wanted to be interviewed for a documentary project. Since being a talking head on a documentary is a total Historian Win, I eagerly accepted the invitation. That led to me spending an October afternoon in a Bronx studio, being interviewed by the noted director Ava DuVernay. I’m honored to be a part of DuVernay’s urgent and important documentary, The 13th, which is a powerful, compelling examination of how race, incarceration, and injustice are woven within the very fabric of this country’s history. The 13th will premier this Friday at the New York Film Festival, the first documentary to ever lead that festival. There are a lot of prominent scholars and public figures appearing in the film, and then there’s….me? I’m beyond stoked that I’ll be there this weekend to see the premier and meet others involved in the film (many of whom whose work I admire greatly). I’ll be excited to engage with people in a variety of venues, both this weekend and beyond, and be a part of the crucially important conversations that this film will undoubtedly spark. The 13th will be available on Netflix on October 7. It challenges us to be honest and unblinking in confronting the injustices that have been part and parcel of this country’s history, and I hope its challenge will be accepted by all of us.
I’ll have another post next week that recaps the weekend’s events and reflects on this experience (preview: I am still kind of stunned that I’m a part of all of this. Holy crap.)
Periodization is both the most useful and most obfuscatory tool in the historian’s toolbox. In Western historical writing (and because of the West’s culturally-imperialist tendencies, in many other historiographies as well), we reckon time largely according to the conventions of the Gregorian Calendar: days, months, years on a cycle that mostly matches the Earth’s perambulation around the Sun. Conversely, “Big,” or “Deep” History challenges us to move beyond Puny Human Time and think in terms of (at minimum) geologic time. It’s enough of a struggle to finish our survey courses anywhere near where we’re “supposed” to; the very thought of beginning our studies with, say, the Pleistocene Era is enough to give an instructor palpitations. Within the generally-accepted chronology, then, we’ve carved out our scholarly spaces within a framework so well-established as to be internalized. I’m a nineteenth-century US historian. I do the Cold War. I’m a medievalist. We often interrogate these divisions—when does “modern” begin?—but when it comes to our scholarly autobiographies, we default to the divisions we once criticized. Undergirding this hegemony of the Established Historical Era is the way in which we teach our field. Chronological markers of varying specificity define our courses: Early Modern Europe; US History to 1877; The Vietnam War, 1954-1975. And, as these examples suggest, chronological boundaries are often accompanied by geographic designators. Thus, largely without meaning to, we enclose History into digestible packages. And that’s how we and our audiences—students, readers, each other—tend to consume it. Continue reading “Historical Periodization and the Long Civil War”
Making the rounds on Twitter today was a letter from the University of Chicago (more specifically, the Dean of Students) to the incoming students of the Class of 2020 with the purpose, I guess, of letting them know they were in for a real education. More of a full-on broadside than a welcome letter, the dean let the incoming students know in no uncertain terms, that the University is totally committed to academic freedom and “freedom of expression” from its faculty and students.
What this means in practice, the letter continues, is that “we do not condone the creation of intellectual ‘safe spaces’ where individuals can retreat from ideas and perspectives at odds with their own.” And, if you’ve watched students at other campuses, the Dean warns, don’t get any crazy ideas about protesting invited speakers: “we do not cancel invited speakers because their topics might prove controversial.” And, for the love of Milton Friedman, “Our commitment to academic freedom means we do not support so-called ‘trigger warnings.’” WE ARE A MIGHTY RACE OF INTELLECTUAL WARRIORS. Continue reading “Trigger Warning: Elitism, Gatekeeping, and Other Academic Crap”
Over the last few days, I’ve been involved with the final workshop in a consortium in which I’ve been a participant. My university, along with twenty other small, private, liberal-arts schools, was part of the first cohort of the Council of Independent College’s Consortium for Online Humanities Instruction. This weekend, our two-year grant-funded experiment came to a close. A new cohort of schools starts their two-year program tomorrow, and I’m honored to be serving as a mentor for that group. The questions this project sought to answer reflected, I think, the somewhat ambiguous nature of the enterprise: can small liberal arts colleges (SLACs) use blended and online learning in a better and more mission-appropriate way than larger institutions and (especially) MOOCs have done? And is it a worthwhile and sustainable thing for us to do in these tenuous and resource-starved times? Continue reading “Some Thoughts on Online Learning and the Humanities.”
Earlier today, a robust debate emerged around an article in the “Academics Anonymous” section of The Guardian‘s “Higher Education Network” and its sweeping denunciation of social media in academe. With the charming title “I’m a Serious Academic, Not a Professional Instagrammer,” the author takes pains to tell us they are a PhD student and not “some cranky old professor harking back to the Good Old Days” before deploying every trope in the cranky old professor playbook. Lament the current “selfie culture?” Check. Decry people “too busy checking their phones to look up and appreciate their surroundings?” Check. Complain about people tweeting at conferences rather than honoring the speaker with their full attention? Check. Repeated earnest declarations of “seriousness?” Oh, boy, you got it. I AM A SERIOUS PERSON DOING SERIOUS THINGS. SMART THINGS. TOO SMART FOR YOUR INSTAGRAM FRIVOLITIES. Continue reading “I’ve Got a Serious Problem with “Serious Academics.””
Every summer, I take time to reflect on the academic year that was. The classes I taught, the workshops I either facilitated or attended, what I learned from failures and successes in and out of the classroom–when it comes to my teaching, I try to be a critically reflective practitioner. Directing a teaching center on my campus gives me a chance to also ground that reflection in the larger discourse about teaching and learning in higher education. Continue reading “Radical Hope: A Teaching Manifesto”