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Contributors to this collection, edited by Claire Potter and Renee Romano, consider the wide range of challenges the practice of contemporary history poses. These essays address sources like television and video games, the ethics of writing about living subjects, questions of privacy and copyright law, and the possibilities that new technologies offer for writing history. Doing Recent History offers guidance and insight to any researcher considering tackling the not-so-distant past. Buy the Book
- Academic Cog
- Bully Bloggers
- Center of Gravitas (GayProf)
- Chapati Mystery
- Confessions of a Community College Dean
- Constitutionally Speaking
- Corey Robin
- Crooked Timber
- Dame Eleanor Hull
- Easily Distracted
- The Edge of the American West
- Ferule & Fescue
- Joe. My. God.
- Lawyers, Guns and Money
- Legal History Blog
- Madwoman With a Laptop
- New Deal 2.0
- New Kid on the Hallway
- Nursing Clio
- Pat Griffin's LGBT Sport Blog
- Reassigned Time 2.0
- Religion in American History
- University Diaries
- We Are Respectable Negroes
- American Historical Association Blog
- Chronicle of Higher Education
- Inside Higher Ed
- Juan Cole's Informed Comment
- Ms. Magazine
- National Public Radio
- New York Times
- States of Devotion
- Ta-Nehisi Coates/ The Atlantic
- The Book (The New Republic)
- The Book Bench
- The Daily Kos
- The Nation
The Chronicle Blog Network, a digital salon sponsored by The Chronicle of Higher Education, features leading bloggers from all corners of academe. Content is not edited, solicited, or necessarily endorsed by The Chronicle. More on the Network...
Claire Potter's is the first book to look at the structural, legal, and cultural aspects of J. Edgar Hoover's war on crime in the 1930s, a New Deal campaign which forged new links between citizenship, federal policing, and the ideal of centralized government.
War on Crime reminds us of how and why our worship of violent celebrity hero G-men and gangsters came about and how we now are reaping the results.Buy the Book
Category Archives: history departments
May 26, 2013, 2:15 pm
Another school year ends, and the MOOC people are happily planting stories in the media about a teaching model that, if it succeeds, is likely to kill off full time work in the liberal arts forever. How do we fight this, and the concurrent view that liberal arts BAs are simply a thing of the past?
Here’s my idea: let’s flip the curriculum. Kill the survey courses and start teaching history as applied knowledge, and as a set of skills that can tangibly enhance the careers that most of our students will actually have.
As a profession, we have, to date, mounted few successful counter-arguments to those who wish to shift resources away from teaching, and jobs, in the humanities and social sciences. One of the reasons that MOOCs may be doing so well is that they represent practically the only big idea that the academy has had in the past several decades. Many of our colleagues in the…
December 19, 2011, 1:05 pm
Have you followed American Historical Association president Anthony Grafton’s serial meditation on how graduate schools might respond to a bad academic job market? A market that has, since the the 1970s, been either stagnant or getting worse? A market with whose effects the blogosphere is obsessed?
If you haven’t, you need to catch up. For “No More Plan B” (October 2011) and “Plan C” (November 2011), both co-written with Jim Grossman for the AHA newsletter Perspectives, go here and here. For an article about “Plan B” by Scott Jaschik of Inside Higher Ed (October 3 2011) go here; and for a response by graduate student Dan Alloso (UMass-Amherst) go here. (more…)
June 2, 2011, 3:07 pm
|Things can explode when you least expect it!|
This week’s Chronicle of Higher Education features a blog post by David Perlmutter entitled “It’s Not Your Fault.” Aimed mostly at helping assistant professors and graduate students understand how they might have unintentionally become the target of a senior person’s anger or jealousy, Perlmutter explores six factors that might cause unwelcome behaviors by senior people. While it is sometimes the case that a younger person’s actions might have provoked the incident or ongoing dynamic, it is also likely that it didn’t. The project of figuring out what went wrong can be just as agonizing for a younger person as the reprisals and criticisms themselves.
As Perlmutter notes wisely, “sometimes the quickest relief comes from merely figuring out that a single tussle or a longstanding feud is not your fault but rather originates in the minds,…
October 27, 2010, 1:15 pm
According to a Salt Lake, Utah, television station, yesterday a package was received by the History Department at the Brigham Young University Campus in Provo. Upon opening it, an unlucky employee found two skulls packed in bubble wrap. Sent via USPS Priority Mail, and addressed to “historical department,” there was “no explanation why two skulls were being mailed to the university.” The police were called, and the skulls have been shipped to the office of the state archaeologist for forensic analysis. As KSL reports on its website,
The leading theory now is that the skulls are likely those of Native Americans and someone may have decided that possessing the skulls was a bad idea, especially with the recent artifact possession indictments in southeastern Utah. Investigators believe that by sending them to a university, the person thought someone on campus would know what to do with…
October 21, 2010, 3:21 am
|Angry young man? Photo credit|
Today’s HuffPo has a blog post by former Barnard adjunct prof Thaddeus “Bad Thad” Russell who, by his own account, was kicking a$$ in History and American Studies on the Upper West Side of Manhattan until his colleagues finally found out what he was teaching. The story is a little murky, it’s true. Russell, who took his PH.D. at Columbia, describes himself as an “eccentric” and claims to have been highly influenced by his counter-cultural upbringing and education. He gave a job talk which horrified his colleagues and their counterparts at Columbia and, after four years of impermanent work at Barnard, was not offered a tenure-track position.
If Russell’s job talk was anything like this post about the job talk, I can see why.
What kind of a teacher/scholar is Thad Russell? Again, not clear: some of his work is terribly conventional, some aggressively…