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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: Teaching
January 30, 2011, 7:47 pm
A while back, I assigned two papers in one of my classes. In the first, I gave a straightforward “assignment” that asked students to think more deeply about the reading they had done up to that point and use what they had learned to analyze a primary document. In the scale of things, this is a standard history assignment. I gave the class three documents to choose from, and awaited the papers. When I began to read them, one thought came to mind:
Now, let me emphasize: they weren’t bad papers. Many of them were A-worthy; only a few received grades thought ought to have been worrisome to the recipients. And yet, as I paged thorugh them, I dreaded grading them. Why? They were dull.
Subsequently, I did a little informal research among the students, and most of them admitted that they, had been uninspired and uncertain about the point of the paper. …
January 11, 2011, 5:06 pm
|But I like it, like it, yes I do. Photo credit.|
September 5, 2010, 2:16 pm
One of the things I have noticed, probably because I live with an anthropologist, is that academics tend to use the word “culture” to describe a variety of things that, actually, are not cultural at all. It is true that “culture” has a great many meanings, depending on the context in which it is being used, the historical period or thing that is being described, and the intellectual tradition (if any) that is being referenced: here are a few. For social scientists, most centrally anthropologists, “culture” is far more likely to invoke a set of usefully contentious questions and methodological choices than an answer to any given problem.
July 14, 2010, 7:15 pm
It’s been a big week at Tenured Radical. For reasons we are not altogether clear about, our Monday post about Teach For America went viral. According to our sitemeter, Facebook had a lot to do with that, perhaps because people who had a positive or a negative interest in TFA reposted on their own FB pages. Tumblr played a minor role in the last 24 hours, and as I told our dog yesterday, at least four sites (including Google) listed the post as trending (“Trending?” she said to me condescendingly, “You may be a famous blogger and talking head, but speak English, please.”)
July 13, 2010, 3:07 pm
Janine Giordano Drake, over at Religion and American History asks us to think about a university classroom inflected by sacred beliefs that do not coexist comfortably with contemporary cosmopolitan ideas about diversity, respect for personal dignity and human rights. In doing so, she raises the question of whether the absolute separation of secular knowledge from ideological or faith-based knowledge is desirable, or even possible. For those who want to read more of Drake’s thoughts about being a Christian scholar, click here.
July 12, 2010, 1:24 pm
I’m going to start with full disclosure: I have never liked Teach for America. If that’s going to bug you, you might want to move on to the next blog.
July 7, 2010, 2:13 pm
Given that we are going into our third day of temperatures topping 100 degrees, I can’t believe no one has posted this yet.
Since this is an academic blog, and a feminist blog, and since I am locked in my study with a small air conditioner roaring away, here is a brief teaching guide to this segment from There’s No Business Like Show Business (1954). An utterly dull period piece about a fictional theater family, this movie is far is better remembered for Ethel Merman’s belting version of the title song that valorizes the heartaches and spiritual rewards of “the business.” The movie also starred legendary dancers Donald O’Connor, Mitzi Gaynor and Johnnie Ray (that’s the group watching from the wings in the crazy pastel “Mexican” outfits) — a who’s who cast in what was even then a dying Hollywood genre, the big budget musical.
June 26, 2010, 3:12 pm
May 22, 2010, 2:38 pm
March 16, 2010, 1:43 pm
In February 2010, I participated in a Roundtable discussion about teaching lecture classes at Zenith. The following essay about teaching is developed from the notes I prepared for that occasion.
Why is it important to learn how to teach lecture classes well?
First of all, for many of us, lecturing will make up the lion’s share of our course load – whether you measure that in students taught (a SLAC) or courses taught (a research or state university.) Novice teachers live with the terror of a little-acknowledged fact: the lecture room is where your weaknesses, or your inexperience, are most easily revealed; it is where your expertise will be challenged most publicly, often by questions that come out of left field, questions that may be designed to undermine you — or not. Disturbing things happen in the lecture room because students (having not yet gone to graduate school to be…