All the best history is written from a reclining position.
Apparently, there are no desks in the standard rooms at the conference hotel used by the annual meeting of the Organization of American Historians, and many at the OAH see this as a pretty big deal.
I was first alerted to the curious absence of desks from the hotel rooms in a mysterious Tweet from Victoria Wolcott from the University of Buffalo, and then found that this is the major conference issue highlighted in a blog post by Rick Shenkman over at History News Network, which posted a photo of a room:
[T]here has been a problem.
Notice anything missing from this room?
It’s one of the rooms at the newly renovated Renaissance Grand Hotel in St. Louis where OAH members are staying during the convention. It’s lovely but it’s missing a desk and chair! As someone on Twitter posted, that’s rough on historians who are used to working during a convention: typing up notes for a talk, emailing friends, reading the New York Times online. The hotel reportedly says that Millennials don’t want desks in their rooms. Welcome to the future!
I’m a typically disaffected Gen-Xer and no Millennial, but I have to ask: who uses a desk anymore, anyway? At the next major conference I attend, I think I’ll host a salon in my hotel room and invite historians up to loll around on the beds in my room (fully clothed and perfectly chaste, of course.) It could be the best unofficial session of the conference! Continue reading
You don’t get to go here or stay here unless we say so. Full stop.
Why are people so confused about the right of both public and private universities to select their student body and establish a code of student conduct?
Public universities, as universities that are funded by and answerable to the taxpayers of the U.S. states in which they reside, have to play by somewhat different rules than private universities. For example, they can’t discriminate on the basis of religion when it comes to student admission or faculty employment, but private sectarian colleges and universities may discriminate. Also, I’m pretty sure that the god-bags and the crazies that scream at passing students and faculty on the main plaza at Baa Ram U. are there because our campus is a public square, whereas a private university is probably permitted to escort protesters to the borders of campus.
In short, there is as yet no constitutional right to a university education at a particular institution, so public unis–like private schools–are perfectly within their rights to establish codes of conduct for students and faculty alike. Indeed many would argue that they’re under an obligation to establish and uphold rules for conduct so as to better ensure safe and equitable access to and experience of classroom and campus life. (Does anyone else remember Gina Grant, the Harvard admit whose offer was rescinded 20 years ago because it discovered that she killed her mother? Now, maybe her mother needed killing, but that doesn’t mean that Harvard or any other university, public or private, doesn’t have discretion over the students they admit, or over their on- and off-campus conduct.)
Jonathan Zimmerman apparently disagrees, as he argues today at Inside Higher Ed, citing the recent expulsions from the University of Oklahoma and the University of South Carolina for the use of a highly offensive ethnic slur. Zimmerman, a historian and education proffie at New York University, thinks that universities can’t expel students for speech acts: Continue reading
I’ve had some conversations with senior male historians over the past few years that have troubled me.
When talking about my work, or about the work of another women’s historian, some scholars apparently feel it’s OK to say “Oh, that’s why I don’t know her work. I just don’t do women’s history.” Or, “Women’s history is just something I never think about,” or comments to that effect.
I get it that we historians can’t all do everything, but how is it acceptable to announce that you never think about half of humanity in your own work or even read the scholarship on this half of humanity? Would these white men (and they have all been white) announce blithely that “I don’t do race,” even if it were true? (Odds are they’re not as ignorant of the scholarship on race as they are on the scholarship on women, gender, and sexuality, but this is just a guess. This post is mostly about the liberty some feel to confess their total ignorance of what has become a major subfield of history, and why that’s a bad idea not just for the audience but for the speaker.) Continue reading
Erik Loomis has a great post at Lawyers, Guns, & Money on adjunct professors. As many of you probably know, Loomis is a U.S. labor historian. Here’s his perspective:
But long-term adjuncts is a harder phenomena for me to understand. It’s not like this is glamorous or particularly rewarding work. Teaching 4 intro level college surveys is no one’s idea of what they want to do with their lives and while you might occasionally get the student where the light bulb comes on when you teach them, that’s a mighty rare moment at that level. And with all the grading and class prep–not to mention traveling around an entire metro area to make this work, there’s no time for any other part of the job. . . .
I think so much of it is the idea that the person has achieved this degree and now wants to use this degree because they don’t want to see the time they spent as wasted. And I get that from a psychological standpoint. Making $20,000 a year on the other hand is actually wasting your life, or at least the earning potential part of it. . . . [C]ontinuing to delay that income earning for years after your degree by holding on by your fingertips to the dream of a tenure-track job is just a bad idea because pretty soon you have a lifetime of doing this and no retirement income. . . .
I’m really glad that SEIU is organizing adjuncts. I know many people within the labor movement hate SEIU, but what other union is going to put real resources into organizing a no-wage sector where returning union dues will be small? Almost no other union. I completely support the National Adjunct Walkout Day and I wish more had participated. Adjuncts should probably go on a general strike to force improvements in their conditions. But to be honest, most adjuncts should also quit their jobs and find something else to do. Working at Starbucks would pay just as well.
Today’s post is part II of a meditation on skin and ink inspired by Flavia’s recent adventures in body art. Part I is here.
Last week, the curator of literary manuscripts at the Huntington Library, Sue Hodson, gave a small group of readers a tour of some of the literary manuscripts from the collections that reveal the different ways in which writers wrote–some revised as they wrote in longhand or on a typewriter (Jack London and Charles Bukowski), others clearly didn’t save their drafts as their work was printed in clear, neat, meticulously spaced tiny letters on the page (Wallace Stevens). That was fascinating–it made me long to see the famous Mark Twain papers collected here.
More fascinating for the historians among us–or at least for me–was the conversation we got into about preservation issues. Hodson pointed out that the most durable and long-lasting materials for literary and historical texts are some of the oldest technologies like vellum and other parchment, whereas the newer technologies and media for storing information were some of the least stable and most ephemeral. In general, she said, the further you progress in time, the less stable the archival materials become. So, seventeenth and eighteenth-century paper made with rags is a much more stable information storage medium than cheap nineteenth-century paper made from wood pulp, and that wood-pulp paper is more durable than a great deal of later twentieth-century media. Continue reading
Timothy Egan is the kind of guy you’d think I could agree with: He thinks history is important! He thinks we should write history to engage and fascinate our readers! He thinks assaults on high school Advanced Placement history classes are foolish, as he states in his recent essay on the misguided attempts in Oklahoma to control the A.P. American history curriculum!
I agree with him on all of the above, but then he goes and writes something just as dumb and as dishonest as any opportunistic Okie legislator would write:
With the latest initiatives, the party of science denial is now getting into history denial. On the academic front, they have a point, indirectly. Much of the A.P history framework is boring, bland, and sounds like it was written by committee, which it was. There’s little narrative, drama, heroics or personality — in other words, the real-life stuff that makes for thrilling history.
Here’s a sample “learning objective” from the current national course and exam description from the College Board: “Analyze the role of economic, political, social and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century.” And you wonder why the humanities are in trouble.
That’s right: “a sample ‘learning objective'” apparently must be just as thrilling and as full of “narrative, drama, heroics [and] personality” as Barbara Tuchman’s The Guns of August, otherwise it’s just further proof that historians and educators are just as bad as the Oklahoma legislators who want history to be all happy talk about the Founding Fathers.
Egan pretends not to know that there’s a difference in the ways that educators communicate with each other, and the ways in which they communicate with their students, readers of history, or the general public about their work. He writes as though an internal process document or a sample exam question exactly describes what is taught in A.P. high school classrooms. He writes to suggest that classroom educators aren’t smart enough to know how to talk to their own students about history, and implies that they’re smart enough to communicate in professional shorthand with one another about the boring (but necessary) stuff. Continue reading
Via an amie on Twitter, we read of Ryan Boudinot’s “Things I Can Say About MFA Writing Programs Now that I No Longer Teach in One.” More accurately, this would be called “Things I Can Say About MFA Writing Students Now that I No Longer Teach Them,” and implicitly he offers excellent advice to anyone contemplating an advanced degree of just about any kind. To wit:
If you complain about not having time to write, please do us both a favor and drop out.
I went to a low-residency MFA program and, years later, taught at a low-residency MFA program. “Low-residency” basically means I met with my students two weeks out of the year and spent the rest of the semester critiquing their work by mail. My experience tells me this: Students who ask a lot of questions about time management, blow deadlines, and whine about how complicated their lives are should just give up and do something else. Their complaints are an insult to the writers who managed to produce great work under far more difficult conditions than the 21st-century MFA student. On a related note: Students who ask if they’re “real writers,” simply by asking that question, prove that they are not.
(Portions bolded in blue are highlighted by Historiann.) Right on! Either you have time to devote to professional training and development, or you don’t. If you don’t, then wait until you have the time to prioritize your education. (And please, for the love of God don’t take out loans for an education you can’t prioritize!) Sadly, universities (like mine!) are encouraging the fantasy that college or graduate school are things you can do in your jammies at home on your own time while also raising a family and holding down a full-time day job, and presumably getting the laundry done, keeping everyone fed and kitted out, and staying physically fit. (Good luck with that!)
However, a degree like that, however honestly and earnestly pursued, is not the equal of a degree pursued as your number one priority. Life is long, and graduate school is short, so make the time you spend there really count.
Here’s another bon mot that seems specific to MFA students, but is in fact useful for grad students and scholars everywhere: Continue reading