Archive for March, 2010

History Pays for Itself

March 31, 2010

The recession that began in 2008 resulted in universities across the continent clamping down on the purse strings in every possible way. This clamp-down manifested itself in non-tenured faculty layoffs, departments closing and merging to save on administrative costs, and the devastating hiring freezes that terrified entire cohorts of graduating PhD students.  If you are in academia, I am not telling you anything you didn’t already know and experience first hand.

Currencies, courtesy of Wikimedia Commons

As a result of the funding becoming so tight, departments have fought with one another over who should get what remaining monies, and  the arts have been accused of benefitting from the subsidies of programs like medicine and business which are traditionally perceived to be the university cash cows. This is part of the reason why the arts have shouldered a large brunt of the budget cuts.

The reality of funding, however, is more complex than that. According to Professor Robert N. Watson, “The social sciences are the only ones that generate more tuition income than 100 percent of their total expenditure…whereas units such as engineering and agriculture run at a loss.” Reem Hanna-Harwell, Assistant dean of the humanities at UCLA calculated the numbers and discovered that the humanities there generate over $59 million in student fees, while spending only $53.5 million.

This is consistent with the results of Professor Christopher Newfield’s case study , which suggests that “the money that departments generate through teaching enrollments that the humanists do not spend on their almost completely unfunded research is routinely skimmed and sent elsewhere in the university.” In other words, the humanities could in actuality be the subsidizers.

I do not mean to imply here that financial arguments should fuel reasons for departmental cuts and hiring freezes, only that the arts do not deserve the blame for squandering funds in this economy. Cutting funding or eliminating departments does not save money (especially if these departments are self-sustaining) and only shifts burdens and debts onto other departments in the arts to provide students with their language and humanities requirements. Even if history departments could not pay for themselves, they (like every other subject) have intrinsic value for students and for the regional, national, and global communities that cannot ultimately be measured in terms of dollars and cents, regardless of the economic climate.

Doing Local History: Card Catalogues, Manual Searches and Historiography

March 30, 2010

After spending much of the last two weeks performing research in Edinburgh and Glasgow, I have a new appreciation for manual approaches to cataloguing material in local archives. During this post, I would like to spend some time re-evaluating the utility and challenges of both manual and electronic search tools to historical research in libraries and archives, while also reflecting upon their importance to larger developments in historical scholarship.

 Despite the predilection among historians to explain the minutiae of theoretical perspectives and methodological choices in selecting archival evidence to make historical claims, the organization and technology used in

Card Catalogue (Wiki Commons)

Card Catalogue (Wiki Commons)

archives is rarely mentioned. Older technology remains a fact of life in many smaller or local archives and proficiency in their use is important for anyone starting graduate studies or supplementing work performed at larger institutions.

 Manual catalogues can be a nightmare for users. As a social-cultural historian of the print trade, the National Archives of Scotland’s name-based Court of Session holdings and the National Library’s accession-date manuscript catalogues have presented me with numerous challenges due to their lack of occupational search options. Addressing this issue has both widened and contextualized the original scope of my research by forcing me to engage with and account for contradictions and inconsistencies of sources that don’t fit neatly into narrow lines of enquiry.

 Nevertheless, card catalogues and paper indices are often extremely versatile in placing search terms in proximity to one another in ways that users of electronic catalogues no longer employ with regularity, such as ‘shelf searches’ or specialized ‘subject trees’ that enable researchers to view related holdings upon a single page.

 But despite a widespread belief that the lack of online search options in smaller archives is simply an issue of technological availability, this issue has become central to the way that both graduate students and faculty formulate questions and conduct their research. I can’t help but wondering if the recent turn towards ‘global’ or ‘interregional’ perspectives has come about in part due to the centralization of source material and networking amongst larger archives and institutions. While useful in itself, this has come at the expense of exploring questions of local significance.

Manual catalogues also contain certain advantages that should be built upon in the development of electronic search tools. One of these is to partially duplicate the process of ‘editing’ in manual catalogues through the open modification of electronic archival records by users – a ‘Wikipedia’ approach to archival research. This enables users to provide both individualized feedback on particular sources while also providing a collective interpretive framework with potential future value for historians.

Another way of incorporating the methods of manual catalogues into electronic searches is through the broadening of individual search results to include a greater range of information on the provenance of records within their original accession. Admittedly, this is often difficult as local or private collections are donated and ‘incorporated’ into larger institutions, but can provide crucial information about textual hierarchies and intertextual relationships that can remain otherwise obscured.

None of this should be taken as an argument that libraries and archives shouldn’t seeke every opportunity to expand the technological abilities of users to search for and access historical sources. But in doing so we must be aware of technological inequalities and relatively recent inclusion in the process of historical research. Furthermore, by continuing to favour the ‘central’ over the ‘local’ through the rubrick of accessibility, we affect the types of questions asked and replicate logical (but extant) divisions within our discipline.

History Matters: The High Stakes (and Higher Value) of History

March 26, 2010
Books

Textbooks (Wikimedia Commons)

The Texas State Board of Education’s changes to the state’s social studies curriculum have highlighted the political motivations behind the histories that are taught in schools. In response to the board’s conservatism, the left wrings its hands in dismay, the right smiles with vindication, and centrists ask to restore some kind of balance. But we should be concerned about more than political allegiances. There is more at stake than “correct” or “balanced” or “fair” histories. We need to question not only the power of political factions to promote particular visions of history, but also the profit motives that have made some histories more saleable and therefore more powerful than others. (more…)

The Dollar and Cents of Higher Education

March 24, 2010

I recently entered into a vocal argument with someone (let’s say X) about education in the humanities. It started out innocently enough when I commented that most of the job postings in my field this year have high teaching loads of 3:3 or higher. My personal opinion is that this reflected the scarcity of jobs at the larger state research universities this year due to budget problems. To my surprise, X responded that teaching loads should rise, or else faculty salary should come down, since for many years the cost of college education have risen rapidly, while humanities faculty simply do not bring in money to the university. The increase in teaching load, X felt, is simply a rational response to the current economic downturn. After all, professionals from many other fields have had to deal with salary freezes or benefit cuts. Why not professors?

Image from Wikimedia Commons.

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Writing as Process

March 23, 2010

Lynn Hunt’s recent article in Perspectives, How Writing Leads to Thinking (And not the other way around)” argues that the process of writing, of trying to express arguments in formal prose, leads to their development.  This is something that I have discovered in my own writing and why as a high school and even undergraduate student I found it so difficult to write the outlines that my teachers often required. I do always jot down a few points that have occurred to me during research but the formal outline always seemed so forced since I usually don’t know what I am going to say until I begin writing. This is also why I tell my students to leave a half page blank when writing an essay for an examination so that they can read over what they have written and adapt their introduction to match the rest of the essay if needed.

William Faulkner's typewriter by Gary Bridgman of southsideartgallery.com from Wikimedia Commons

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Evolving Identities: Saint Patrick and the Irish

March 18, 2010
Strictly speaking, this post should perhaps have appeared on 17 March, but given the current endeavour in Ireland to turn Saint Patrick’s Day into a six or nine-day festival, I can perhaps be forgiven for bringing up this subject on 18 March.
Wikimedia Commons 

As a child, I learned about a Patrick who was essentially a green-clad snake-banishing crozier-wielding superhero who visited every corner of the land and rapidly converted the Irish to Christianity. Numerous holy wells which he allegedly visited bear his name and peculiar hollows in rocks are designated as marks made by his knees or his feet. Close to my home, so the story goes, he stopped to rest by a well and decided that the spot would be a suitable place to build a church. However, after a red-haired woman came by and ignored the reclining saint in her midst, he quickly changed his mind. (more…)

Summer Grant Season is Upon Us

March 17, 2010

Summer grant season is upon us, and most of the deadlines fall within the next two months. With a fully-funded summer of research travel and writing (among other things) on the line, it may be well worth your time to investigate all the possibilities open to you. Aside from the monetary advantages, the benefits of writing grant applications far outnumber the cost of time you must invest.

Grants & Money, from Wikimedia Commons

Grants & Money, from Wikimedia Commons

Often the search for grants leads you to documents and sources that you weren’t aware of before. Writing grant applications allows you to tighten up your own conception of your project, and nail down the finer points, complexities and contradictions. This helps you to speak more eloquently about it to others because the project is clear and fresh in your own mind. Winning a grant of course looks great on your CV, and can have career-long implications through the addition of breadth, originality, and further dimensions to your project.

If you have never received a grant, the idea of applying for one can be daunting. While it is true that grant givers tend to prefer applicants who can show experience in using grant money wisely, everyone has to start somewhere, and the committees of smaller grants understand that and are often willing to take a chance on a particularly engaging or promising applicant with no history.

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2010 McGill-Queen’s Graduate Conference in History: Part Two – Networks and Triumphs

March 16, 2010
Arc de Triomphe, Paris (Wiki Commons)

Arc de Triomphe, Paris (Wiki Commons)

After 68 papers and two event-filled days, the 2010 McGill-Queen’s Graduate Conference in History has finally ended. The range of papers was diverse, but in some ways telling, of current trends in graduate student research. A full 13 of the 21 panels were devoted either wholly or in large part to twentieth-century history, with very few on the Medieval or Early Modern periods. Secondly, a full third of the papers focused on the history of North America with other large contributions by papers on empire and the ‘Atlantic World’.

One of the most interesting aspects of the conference was the diverse ways in which the presenters engaged with this year’s theme of ‘networks’. As a modern ‘global’ (or at least trans-regional) approach to history takes the limelight, the issue of networks has taken on special significance (and raised important questions) for historians seeking to connect a long list of actors and events over an ever-widening historical geography. (more…)

After the Academy: Changing the Culture of Humanities PhD Programs

March 11, 2010

As many of us struggle to define our professional identities after graduate school, it is clear that we could do more to aid this goal before we finish our degrees. But we cannot do it alone. Several comments from my last “After the Academy” post brought up important issues in this regard. We need departmental support for options beyond the academy. We also need to foster a culture that values these options. How should we train and support graduate students to take the fullest advantage of non-academic and non-tenure track opportunities while remaining committed to a rigorous program of study that prepares them for university careers as well? (more…)

The Power of Propaganda

March 10, 2010

This semester I am teaching a survey course on modern East Asian history. All semester long, I have been fighting an uphill battle against the preconceptions my students have held about East Asia in the nineteenth and twentieth centuries. One of the most ingrained ideas they remain attached to is that Japan was the modernizing success story of East Asia, whereas China in the nineteenth century was backwards and tradition bound. As I graded my midterms this week, I realized to my dismay that despite reading assignments designed to dispel this notion, and despite my repeated badgering in class, many of my students remain convinced by this oversimplified narrative of success and failure. By this point, we have reached the 1930s and 1940s, and I decided to try to find a good documentary on the Pacific War. When I used the series of propaganda films commissioned by the United States government during World War II, I realized that not only does the episode on the battle front in China contain valuable archival footage, it also contains the very over-simplified historical myths about China and Japan still enthralling my students many decades later.

Frank Capra's 1944 propaganda film in the "Why We Fight" Series commissioned by the United States Government.

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The importance of official apologies for past wrongs?

March 9, 2010

Recently British prime minister Gordon Brown apologized to child migrants sent to Commonwealth countries including Australia, Canada, New Zealand, South Africa and Zimbabwe (then Southern Rhodesia) under a government-sponsored plan from the 1920s to 1960s. More than 130,000 children were sent, the last in the late 1960s. Although organized under the auspices of giving impoverished children a better life, many were not orphans and in some cases the children were told their parents were dead while their families were not informed of where they were sent. Migrants frequently lived in foster homes, orphanages and other institutions and many suffered from abuse, including sexual abuse. Others received only a limited education and were exploited as cheap farm labor. The intentions behind the schemes, which were often run jointly with religious and other charitable organizations such as Barnardo’s and the Fairbridge Society, were to accomplish the dual mission of eliminating a potential burden on the British state while providing Commonwealth countries both with labor and “good white stock.”

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Organized Reading (for graduate school and beyond)

March 8, 2010

As I started graduate school and saw just how much reading I would be doing, I realized that I would need a solid plan to keep all of my notes organized.  I bought a copy of EndNote bibliographic software.  Each book (or article) I read or discussed in a seminar, I added to my EndNote library with the relevant information and notes.

Because my spouse was also a graduate student and our disciplines occasionally overlapped, we  adopted a strategy for organizing our books to avoid duplication and to enable easy retrieval (at that point we had already acquired over two thousand books between us).  We started using BookCollector software to record book data and added a sticker to the spine of each one with the appropriate locational details.  Nonfiction books were shelved by the Library of Congress number.  Fiction books were shelved by category and author’s name.

Recently, I’ve migrated to using Zotero for book notes (and bibliographies) and we now use LibraryThing for book cataloging.  But the basic system is the same: every book we own gets a sticker and an entry in LibraryThing.  Every book I read (or want to read), along with my notes, goes into my Zotero library.  (more…)

Postgraduates and Teaching Experience

March 4, 2010

In 2010, how important is it for postgraduates to gain teaching experience in the course of the Ph.D. research? In some respects, the relevance of this question depends on what the individual plans to do after graduation. However, for the many students who decide to pursue doctoral research in the hope of eventually securing a post in university education, the answer well worth knowing.

By the way, I do not have the answer. (more…)

History for Life: Alternative Narrative Strategies

March 3, 2010

Microhistories, popular biographies and historical fiction are, to varying degrees, often treated as the red-headed stepchildren of the profession. Typical analytical history is tacitly recognized as most valid, though microhistory and biography are acceptable genres, usually tackled by those of us with tenure. Historical fiction isn’t even mentioned with regards to the profession, though perhaps more of us than would admit do keep the latest historical fiction bestsellers on  our bedside nightstands—firmly separate from our working lives.

John Adams, From the Library of Congress

The reading public, however, prefers historical fiction and biography. Those who cannot get enough of these might grab some of the more compelling microhistories, and only the very stalwart venture into the heavier titles of the academic presses. It seems therefore that biography and historical fiction reach the widest audiences. If the work strikes the perfect balance of fascination and rigor, there is even film potential. (See The Cheese and the Worms, John Adams , Roots, and Rabbit Proof Fence for examples).

And while microhistories, biographies and historical fiction can be problematic, Professor Sue Peabody, at Vanderbilt’s Warren Center 2010 Black Atlantic History Lecture asked if analytical history was just as problematic. Every historian knows the challenges posed by creating a history from archival material. No matter how we end up telling these stories of the past, we are not immune from the political implications of the politics of narration we have chosen. The very nature of how documents are preserved and the nature of the tradition of history are the result of uneven structures of power. The records we use are generated by the institutions of these structures of power. Too often the voice of our subject is mediated through systems and/or institutions that sought to render the subject mute. Yet these questions of representation and genre and politics are rarely addressed in our work—we assume our readers are aware of the limitations of the archive. Often we fool ourselves into thinking we are describing the truth with any sort of factual accuracy.

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2010 McGill-Queen’s Graduate Conference in History: Part One – Preparation and Inspiration

March 2, 2010

On 12 and 13 March, McGill will host the seventh annual McGill-Queen’s Graduate Conference in History with the theme of ‘Making Networks: Making History / Construire des réseaux: Faire d’histoire‘. As one of the organizing committee chairs I have both the privilege and misfortune of overseeing every small triumph and glitch in the long and convoluted process of bringing this large and unwieldy creature to life. As this is my sophomore run in organizing this particular conference, I thought it would be interesting to reflect on some of the lessons and challenges from the past few years and give some attention to the continuing importance and innovative spirit of graduate student-led projects.  

Some of the most daunting challenges I have faced in organizing this project were among the most mundane in nature.

C. Maccari, 'Cicero Denounces Catiline' (Wiki Commons)

C. Maccari, 'Cicero Denounces Catiline' (Wiki Commons)

Booking spaces, drafting programmes and securing keynote speakers are all fraught with tiny time-consuming details that leave even the most organized of spirits exhausted. But while these issues are easily solved, a greater problem lies in organizing panels and speakers in a way that helps incite constructive dialogue and generate interest both within and beyond the wider academic community.   (more…)


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