Archive for September, 2010

Using Laptops in the Classroom?

September 30, 2010

Recently a colleague in my graduate school department sent around a link to a New York Times article that discouraged students from using a laptop in the classroom. A salient quote:

“When you leave your room for class, leave the laptop behind. In a
lecture, you’ll only waste your time and your parents’ money, disrespect
your professor and annoy whomever is trying to pay attention around you by
spending the whole hour on Facebook.

You don’t need a computer to take notes — good note-taking is not
transcribing. All that clack, clack, clacking … you’re a student, not a
court reporter. And in seminar or discussion sections, get used to being
around a table with a dozen other humans, a few books and your ideas.
After all, you have the rest of your life to hide behind a screen during
meetings.”

— CHRISTINE SMALLWOOD, Ph.D. student in English and American literature at
Columbia

Because I’m me, I responded rather stridently, explaining why classroom technology is in fostering digital literacy (I’m talking about learning that goes beyond FaceBook, of course). A vigorous discussion ensued on our listserv that included several examples of good tech use and bad tech use in the classroom. I now we’ve visited this topic before on HCE, but it seems time for a fresh discussion…

So are you of the mind that laptops hinder learning and student engagement? Or do you find that you can harness your students’ interest in technology in positive ways to augment the classroom experience?

Saturday Sprints

September 28, 2010

This past Saturday I was dutifully plugging away at dissertation writing when I took a break and popped over to my twitter stream for a few minutes.  There I found several friends were also in the midst of Saturday writing projects.  One of them, Julie Meloni (@jcmeloni) had started a game of our parallel work, suggesting the we all “sprint” together to keep focused on our writing.  She tweeted:

Then at the top of the hour:

And after 30 more minutes:

We kept up in the same way (with 30min sprints and 15min in between) for most of the day. It didn’t matter that most of us were writing from different regions of the country, and were all working on different projects. When we checked in with Julie, she heartily congratulated each of our efforts.

This process kept me on task, kept me motivated, and make me feel as though every small increment of progress was worthy of celebration.

So…the next time you’ve got an afternoon of work ahead, drop me a line on twitter (@janaremy).  Perhaps we can sprint our way to the finish line together.

Head of the (middle) class?

September 27, 2010

The Guardian reported today on the fear that the humanities were becoming increasingly gentrified. Reports in Britain show students from lower-income backgrounds avoiding programs like history and philosophy in favour of career-oriented studies. Why?

The study shows a fascinating, and terrifying, situation. Not only are low-income students systemically barred from higher education and advanced degrees on account of their economic resources. But we are simultaneously creating a culture around the humanities where the lowest income students are unable to take same the risk as their more affluent colleagues to pursue degrees in history and other humanities disciplines.

Will working-class students be able to pursue the Humanities? (Image: Wikimedia Commons)

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New Directions in Global History

September 22, 2010

Over the summer a friend recommended to me Jürgen Osterhammels’ expansive new book on the nineteenth century, Die Verwandlung der Welt. Since the work’s publication last year in Germany, it has received favorable reviews and has apparently done quite well in the German market. Attempting to find a copy of the book in the U.S., however, proved challenging, since many of the New York City libraries do not seem to have acquired the book yet. When I finally did find a copy, I found it intensely thought provoking. A confession before I proceed further – since I only had the book for about two weeks, I was only able to skim sections. Jonathan Sperber from the University of Missouri reviewed the book on H-German this past June. In his review, he provides a very good overview and succinctly summarizes the book’s strengths and weaknesses.

In the work Osterhammel provides a cross section of world history at the cusp of the modern era. The work, imposingly hefty at over 1,300 pages of dense text and a bibliography of several hundred pages in addition, also covers trends in urbanization, mass migrations, and great rebellions / revolutions. Osterhammel describes the nineteenth century as a century of coal, fueled by a shift in energy regime, first from wood to coal, then to coal gas, and in the twentieth century to petroleum. By focusing upon the nineteenth century, Osterhammel delves into a maelstrom of unsettling change and often cataclysmic shifts in the global order. He is also, incidentally, providing a new direction for  world history.

What is the best way to do world history?

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Archaeology and the Historian: My Time in Ghana with Professor Chris DeCorse

September 22, 2010

Trudging down the windward side of Princes Town’s Fort Gross Friedrichsburg in the Western Region of Ghana, I am most concerned with staying out of the sun and choosing my sandaled steps carefully among the terrain teeming with gnarled tree roots and millipedes.

“Well, what have you found?” asks archaeologist Dr. Chris DeCorse, Professor and Chair of Anthropology at Syracuse University.

Dr. DeCorse at the ruins of the Dutch Veerschechans near Elmina.

Found? Dr. DeCorse’s student and I look at each other from underneath a shady cluster of palm trees. We were supposed to be looking on the way down?

“F’s for you all!” Dr. DeCorse laughs good-naturedly while pointing to the trail of sun-bleached shells that runs from the slave-trading Fort’s rubbish chutes down to the rocky beach below. “Look again.”

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Physical reminders of the past

September 21, 2010

When I worked as a historical interpreter at Monticello, the home of Thomas Jefferson, in the early 2000s, there was a bit of controversy among my colleagues over the launch of an online virtual tour of Monticello, which included 360 degree views of the various rooms in the house. Several of my fellow interpreters were concerned that this initiative was misguided, that given the ability to have a look around Monticello for free at home, many potential visitors would be unlikely to make their way to Charlottesville and pay to visit the site, putting our jobs at risk. This never really struck me as likely but it does raise the question of why people visit museums and formally recognized historic sites such as battlefields, when they can gain much of the information presented there on the internet. For me, they are places that evoke in a concrete way the people of the past, who inhabited the same ground or buildings that I am walking through.

Monticello, Photo from Wikimedia Commons

I have recently been thinking about the relationship between physical space and history, as many of my recent posts on History Compass Exchanges indicate. Whether writing about the rare experience of seeing the physical embodiment of nineteenth-century science while visiting the dinosaurs at Chrystal Palace Park, highlighting the historical possibilities of the digital historical maps of Hypercities, or the immediacy of looking at the Guardian’s interactive map of the first night of the Blitz, the way that physical space can evoke history has been on my mind. I was recently struck by a story on NPR about Craig Childs attempts to map the Hohokam civilization of thousands of years ago onto the landscape of modern Phoenix. Childs, the author of the book Finders Keepers: A Tale of Archaeological Plunder and Obsession, helped to explain why the physicality of historical markers is so compelling, “We never live in just one time. A well of history rests in the ground beneath us. And sometimes, when the light is just right, you can see through to the other side.” (more…)

HCE News Editors on the Move: Freiburg Here I Come

September 16, 2010

It’s that time of year. Shellen Xiao Wu posted here recently regarding her experience of ‘Transitioning from Student to Teacher’, while Justin Bengry has told us ‘It’s a Post-Doc Life’ in Saskatchewan. I’m happy to see fellow News Editors taking steps forward in their careers, and I am glad to report that it’s a post-doc life for me too.

Within the next few days, I will find myself at a new university in a new city; Albert-Ludwigs-Universität Freiburg, Freiburg im Breisgau, Germany, to be precise. Naturally, therefore, Shellen’s and Justin’s reflections are of particular interest to me. Justin’s point about the need to ‘hit the ground running’ is, I think, crucially important. Although post-docs are not quite in the position of ‘higher authority’ that Shellen now luckily finds herself in, it is most definitely a situation very different from the early stages of graduate study. There is an immediate expectation that we will give seminar presentations and produce publications, and rightly so. Embracing these early challenges can help to ensure that we do hit the ground running, and help to make us aware of the extent to which the ground itself is, perhaps, moving too.

Homer and Aristotle at Uni Freiburg (Wikimedia Commons)

Homer and Aristotle at Uni Freiburg (Wikimedia Commons)

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New issue of History Compass out now! (Vol 8, Issue 9)

September 10, 2010
Cover image for Vol. 8 Issue 9

History Compass

© Blackwell Publishing Ltd

Volume 8, Issue 9 Page 964 – 1125

The latest issue of History Compass is available on Wiley Online Library

Africa

Slaves and Free Blacks in VOC Cape Town, 1652–1795 (pages 964–983)
Gerald Groenewald
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00724.x
Mapping Race: Historicizing the History of the Color-Line (pages 984–999)
Ryan Irwin
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00731.x

Britain & Ireland

Re-Forging the ‘Age of Iron’ Part II: The Tenth Century in a New Age? (pages 1000–1022)
John Howe
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00708.x
Ulster Sectarianism and the Lessons of South Asian Historiography (pages 1023–1035)
Sean Farrell
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00727.x

Caribbean & Latin America

Re-visiting Histories of Modernization, Progress, and (Unequal) Citizenship Rights: Coerced Sterilization in Peru and in the United States (pages 1036–1054)
Jadwiga E. Pieper Mooney
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00717.x

Europe

Learning from the Saints: Ninth-Century Hagiography and the Carolingian Renaissance (pages 1055–1066)
Amy K. Bosworth
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00714.x
Late Medieval Education: Continuity and Change (pages 1067–1082)
David Sheffler
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00726.x
Recent Trends in the Study of Medieval Canonizations (pages 1083–1092)
Sari Katajala-Peltomaa
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00730.x

North America

The Problem of Citizenship in the American Revolution (pages 1093–1113)
Douglas Bradburn
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00728.x

World

Recycling Modernity: Waste and Environmental History (pages 1114–1125)
Tim Cooper
Article first published online: 2 SEP 2010 | DOI: 10.1111/j.1478-0542.2010.00725.x

It’s a Post-Doc Life

September 9, 2010

University of Saskatchewan (Wikimedia Commons)

I’ve landed! I’m a Saskatooner, no, scratch that. I’m a Saskatoonian. Hmmm, not sure about that one either. I don’t know yet what we call ourselves here. But I’ve got an apartment and a local café. I know where to buy wine (critical) and how to find my office (essential). No more the uncertainty or instability of an unemployed academic for me. No thank you! I’m now officially a postdoctoral fellow in History at the University of Saskatchewan in Saskatoon. The “Paris of the Prairies”…my Lonely Planet guide tells me.

Blogging has taken a back seat for a couple weeks in favour finding an apartment, buying furniture, and getting to know my department. But now I’m back with a new focus on post-doctoral life, projects, and survival.

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Transitioning from Student to Teacher

September 8, 2010

In the month of August, I have defended my dissertation, sorted out outstanding fees at the university library, packed up my belongings for movers, and within days after arriving on a new campus, attended several intensive days of faculty orientation. With the dawning of September the start of the semester looms, and I find myself still grappling with the enormity of the changes in my life over the space of a mere month. I have put behind me my student days, but somehow the role of teacher and mentor does not yet feel entirely comfortable. Of course, graduate school entails teaching undergraduate courses. But there was always the safety net of a higher authority, the professor one might turn to in case of unforeseen developments and class room problems. Having spent most of my life as a student, the idea of being the higher authority is frankly terrifying.

Image from Wikimedia Commons.


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Remembering the Blitz

September 7, 2010

Seventy years ago today, on the 7th of September 1940, the aerial bombardment of the United Kingdom by Nazi Germany began. The Blitz would last for eight months spreading beyond its initial focus on London. The sheer scale of destruction was most vividly displayed to me in the Guardian’s map, based on London Fire Brigade records, showing where bombs fell on just the first day of the Blitz. Three bombs landed within a block of my flat in the East End and there were many more along routes I travel frequently or places I visit regularly. The map is worth a look, even if you haven’t lived in London; the sheer scale of the bombing represented visually is almost incomprehensible to someone who did not live through it. Much of the press coverage of the anniversary has also focused on the stories of those who did live through the Blitz. Many of these accounts reveal the everyday heroism and steadfast determination to endure that make up the popular idea of the Blitz, featured in such propaganda films as “London Can Take It.” But others highlight another side of the Blitz:  the terror, ordinary human greed and the disorganization and bureaucratic bungling that led to unnecessary loss of life.

Children outside the ruin of their East End home during the Blitz. Image from Wikimedia Commons

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