Students protest Jefferson statues on campuses with sticky notes

Thomas Jefferson statue at the College of William and Mary, November 2015

Thomas Jefferson statue at the College of William and Mary, November 2015

This is so 2015:  According to Inside Higher Ed“At both the University of Missouri at Columbia and the College of William & Mary, critics have been placing yellow sticky notes on [Thomas] Jefferson statues, labeling him — among other things — ‘rapist’ and ‘racist.'”  

Polite, inoffensive, non-vandalizing sticky notes with words on them, and still the internet right wing is in a predictable lather.  A William and Mary spokesperson comments, “‘A university setting is the very place where civil conversations about difficult and important issues should occur. Nondestructive sticky notes are a form of expression compatible with our tradition of free expression.'”

Tell me again who’s against liberty of speech and expression, friends?  The IHE article offers some interesting perspectives from different historians and Jefferson biographers–check them out. Continue reading

Social media: an irritant as well as balm for most intellectual property problems?

That chaps my a$$!

Chaps my a$$!

Kathleen L. Sheppard, a historian of archaeology who blogs at Adventures in History in Archaeology, reported on an interesting article she read at the online publication Broadly, a channel at on “The Forgotten Egyptologist and First Wave Feminist Who Invented Wicca,” Margaret Murray, by writer Sarah Waldron.  Sheppard was first excited that the subject of her book–the only book-length biography of Murray published in any language–was also the subject of a mainstream publication!

Sheppard’s heart sank as she realized that “the article is quite good.  But, to be honest, it is good because most of the work was done by me,” and uncredited in any fashion by the writer:

I saw the article, posted by a fellow Egyptologist on facebook.  I read it, excited to learn more about Murray’s work.  Maybe there was something in there that I could learn about her witchcraft studies.  As I read, I realized that I wasn’t learning anything new.  In fact, I was reading my own words, spit back at me, in an online article that was and is being enjoyed by thousands of people.  Some of my own phrases, and most definitely my unique analysis of Murray’s life and career, were there for thousands to see.  Usually, this makes me very happy.  Murray is still little-known outside of a small group of historians and Egyptologists even though she is central to the discipline.  I got to the end of the article and realized there were NO citations.  Not one.  I did a ctrl+F to search for my name, thinking I must have missed where I was mentioned in the article as Murray’s biographer and owner of many of the ideas therein.  Nothing.

Sheppard wasn’t interested in money–she just wanted due acknowledgement for her book and her unique intellectual contribution.  As she explained in the first blog post: Continue reading

Insert buzzword-filled garbage headline here.

Satire worthy of Jonathan Swift on the future of higher education op-ed generating machines over at The Tattooed Prof (Kevin Gannon)  Go read:

Cutting-edge overgeneralizations culled from evolutionary science tells us that we’re hardwired to meet these existential threats via a combination of fight-or-flight response and provocative thinkpieces. American Higher Education stands at such a moment now, a disruptive juncture to end all disruptive junctures. At the end of the day, it will be the Innovators who preside over the College of the Future. And they will be joined by the Humanities professors who are brave enough to ignore the nattering nabobs of pedagogy and cling tenaciously to What Made Us Great. Both groups will win, or neither will. That’s the nature of Disruption. 

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Preemptive quit lit, or, does history have a future?

Come and get it!

Come and get it!

Much to my surprise, as I’ve been a bit of a grumpypants lately, the post last week on Matthew Pratt Guterl’s “What to Love” really struck a chord with a number of you.  Can you stand me blowing more sunshine up your skirt?

In today’s quit-lit-esque Jeremiad, Robert Zaretsky of the University of Houston riffs on Fernand Braudel’s The Mediterranean and the Mediterranean World in the Age of Phillip II  in “The Future of History,” published today in The Chronicle of Higher Education:

Braudel’s approach casts light not just on early-modern scholastics, but also on their postmodern descendants. Consider the tempo of life in graduate school: It moves at the same glacial pace as did life during the age of Phillip. Still governed by guildlike regulations and socio-professional traditions that our early-modern ancestors would recognize, the careers of grad students advance as languidly as trade caravans once did across North Africa.

It is hardly surprising, then, that we are unprepared for the tempo and temper of the times. We have handicapped ourselves, in addition, by a process of professional fission, fracturing into a growing number of subdisciplines. As our profession continued to sprawl, we fastened on ever smaller matters, and phrased our work in ever more arcane jargon. Mostly indifferent to the art of storytelling, we have been dying a death by a thousand monographs.

Seriously?  The “we’ve forgotten how to tell stories” line again?  Just how many copies of The Med and the Med World did Braudel sell outside of university libraries, anyway?  Was it a Book of the Month Club selection?  Riiiight.  Whenever I see that old line trotted out about “dying a death by a thousand monographs,” I see someone getting ready to push someone else out of the lifeboat, or at least hear him tell some kids to get off his lawn.

Enough of the “golden age” fantasies about the awesome, well-paid, and always well-respected scholars of yore.  When is your imagined “golden age” for history in these United States–the early and mid-nineteenth century, when only Gentlemen Scholars wrote history and bent it to their Protestant, white, male, triumphalist ends?  Just how many of those historians were actually making a living at it?  Just about none?  Alrighty then. Continue reading

Public engagement: ask not why, but why not?


View from my hotel room, Quebec City, July 4, 2015.

Yesterday’s post on the latest panic over the fictitious “epidemic” of “p.c.” on American college and university campuses got me thinking about something else I’ve been meaning to write about here on the subject of public engagement. Our students are the public we engage most frequently, so the two subjects are interrelated. Those of us who are open to and generous with our students will probably have an easier time thinking about the role that public engagement plays in our work life.  Public engagement is now a component of how faculty are evaluated every year, so it’s a good thing for all of us to think about now that we’ve rounded third base of summer and are headed for home and a new semester.

I’ve alluded to this before, but because the air date approaches soon, I can tell you that I was invited to collaborate and participate on-camera in an episode of “Who Do You Think You Are?” which will air on TLC at 9 EDT/8 Central on Sunday, August 30. I would encourage any historian contacted by the show’s researchers to communicate with them and share your knowledge, because unlike some other shows and cable channels that traffic in historical content–cough**TheHistoryChannel**coughcough–“WhoDo” researchers and producers take pride in learning from their collaborators and encourage us to play a role in developing the most interesting stories that a celebrity subject might want to learn about. Continue reading

You #LookLikeAProfessor too!

magicmirrorThere’s a nice explanation at Inside Higher Ed today about the #ILookLikeAProfessor meme that took off last week on Twitter.  Masterminded by my Tweet peeps Sarah Pritchard, Adeline Koh, and Michelle Moravec, the movement attempts to address the age-old problem that we professors who aren’t bearded white men face at work:

Frustrated by the microaggressions we experience as “nontraditional” faculty, we started a new hashtag:#ILookLikeAProfessor. The flurry of photos, retweets and horror stories since last Thursday suggests that we are not alone in experiencing entrenched stereotypes and bias — both subtle and explicit.

  • The female professor mistaken for an undergraduate. She was grading homework, not doing it.
  • Male teaching assistants assumed to be the professor.
  • Faculty members of color assumed to be the custodian.
  • Asian professors assumed to be Chinese food delivery drivers.

We are not making this up.

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