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2018-01-22T06:18:37.766Z
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Every week, AHA Today showcases a new grant, fellowship, or scholarship of interest to historians which has been posted to our free Calendar. This week we are featuring the AHA’s own research grants. 

Each year, the American Historical Association awards several research grants with the aim of advancing the study and exploration of history in a diverse number of subject areas. All grants are awarded in June and may be used anytime in the subsequent 15 months for expenses related to furthering research in progress. Grants may be used for travel to a library or archive; microfilming, photography, or photocopying; borrowing or access fees; and similar research expenses—a list of purposes that is meant to be merely illustrative, not exhaustive (other expenses, such as child care, can be included). The deadline for research grant applications is February 15.

Eligibility: Only AHA members are eligible to apply for AHA research grants. Preference will be given to advanced doctoral students, nontenured faculty, and unaffiliated scholars and to those with specific research needs such as the completion of a project or discrete segment thereof. Please note: Within a five-year period, no individual is eligible to receive more than a combined total of $1,500 from all AHA research grants.

For questions, please contact the Prize Administrator.

Albert J. Beveridge Grant

The Albert J. Beveridge Grant for Research in the Western Hemisphere supports research in the history of the United States, Canada, and Latin America; individual grants do not exceed $1,000. See the list of 

Don Lankiewicz is an educational publishing consultant and affiliated faculty member at Emerson College in Boston. He lives in Needham, Massachusetts, and has been a member since 1980. 

Don Lankiewicz is an educational publishing consultant and affiliated faculty member at Emerson College in Boston.

Website: https://www.linkedin.com/in/donlankiewicz

Twitter handles: @DonLankiewicz and @EDpubIntl

Alma mater/s: BA (history), Saint Fidelis College, 1975; MA (history research), Saint Louis University, 1980

Fields of interest: publishing, baseball, biography, Civil War, aviation

Describe your career path. What led you to where you are today? My first job was as a high school history teacher, but I spent most of my career as a history editor/writer and educational publishing executive developing learning resources for history and the social sciences.

What do you like the most about where you live and work? New England is an almost perfect location for any historian with its regional history, universities, archives, and libraries.

What projects are you currently working on? I am currently juggling several projects: a book on the Big Bang Era of major league baseball; collected quotations about history, historians, and the past; and a college course on the history of the publishing industry in the United States.

Have your interests evolved since graduation? If so, how? My interests have become more eclectic. I research and write about what I find interesting and...

“The weather’s been, uh . . . wonderful!” What would you write on a postcard sent from AHA18? What memories have you made over these four frigid days in the nation’s capital? As the 132nd AHA annual meeting comes to a close, AHA Today presents a few attendees’ favorite moments. Do you have a personal highlight from the meeting? Let us know below in the comments section, or on Twitter!

Hannah Scott, Truman State University

Can I come back again next year?
Hannah Scott, Truman State University

Hannah Scott has traveled to the DC area four times to participate in National History Day competitions, and was upset that these regular trips wouldn’t continue after she graduated from high school. To her delight, her entry from the last competition won the top prize, and she was invited to the meeting’s poster session to present her project, “The Safekeepers of History: A Monumental Stand for Cultural Preservation during the Second World War.” Her elaborate display is modeled after a mine entrance where Nazis stored stolen European artworks. She’s been charmed by historians passing by to exclaim, “You put THIS much work into your poster?”

Emily Berman,...

By Kathryn Tomasek

The poster sessions at the AHA annual meeting have evolved from a small beginning in 2006 to a far more prominent set of four Saturday sessions that will be featured in the Atrium of the Marriott Wardman Park. The visibility of these sessions and their number indicates that historians have embraced the conference poster as a vital form of scholarly communication. I welcome this adaptation as a demonstration of the vitality of our discipline. When we integrate this form into our models of research and teaching, we highlight the role of conversation at the center of our disciplinary practice. 

Of course, all of our professional work entails communication—with and about the sources we find and curate in archives, with students in classrooms, with the general public in libraries and museums and in websites and podcasts, with each other in our online and print publications, and in our conference panels and papers. Many of these forms of scholarly communication, however, often distance us from our audiences and privilege our own voices.

In poster sessions, presenters and audience members speak to one another face-to-face in a conversational format that privileges the interaction. People viewing the poster and listening to presenters have opportunities to ask clarifying questions. And presenters receive immediate feedback about their questions, their methods, and their results.

My own experiences with poster sessions began at digital humanities conferences, where I presented posters focused on using transcription and markup of local primary sources to teach paleography and...

By Antoinette Burton

If you have any doubts about the vibrancy of historical curiosity among our undergraduate majors nationwide, be sure to check out the Undergraduate Poster Session, which runs from 3:30–5:30 p.m. on Saturday, January 6, in the Atrium of the Marriott Wardman Park (Exhibition Level). Jewish pirates, Catherine de Medici, 1967 in Detroit, Egypt in 2017, indigenous communities in early colonial Connecticut—these are just a few samples of the historical subjects that have caught students’ attention and propelled them into the world of historical research, thinking, and writing. The energy and enthusiasm—and real historical insight—coming off of these projects are inspiring. And the range of topics and methods will remind you that we have much to learn from our own students. 

This year, the AHA will feature its first poster session specifically for undergraduate research. Marc Monaghan

Many if not all of the posters on display are the result of deep archival encounters you will find yourself envious of. Julia Palmerino of the College of the Holy Cross went to the National Archives in Dublin last summer to explore how Irish dance halls and especially the behavior of Irish girls and women came to be controlled by church and state. Lara Manbeck of New York University was able to travel to archives in Vietnam to research her project on commemorative naming in...

Intertwined. Overlapping. Interconnected. The complicated entanglement of slave trading, geographies, and ethnicities was the focus of the Thursday night plenary, “New Perspectives on Histories of the Slave Trade,” at the 2018 AHA annual meeting. In papers ranging in focus from trade routes in the western Indian Ocean to forced treks across Brazil’s interior to mangrove slave trading ports, the panelists revealed how histories of slave trading offer opportunities to rethink the construction of race and ethnicity from a global perspective, the broader theme of this year’s meeting.

A map on Voyages shows estimates of enslaved Africans transported across the Atlantic between 1501 and 1866.

Understanding the complexity of the slave trade—or, more accurately, as became clear in the plenary, slave trades—requires responding to the panelists’ general call to look beyond the Atlantic Crossing. The American public’s understanding of the slave trade is largely situated in the horrors of the Middle Passage and New World slavery. Indeed, as Gregory E. O’Malley (Univ. of California, Santa Cruz) pointed out, this is the typical narrative recounted in textbooks. But the Atlantic Crossing is just one segment of larger, overlapping circuits of slave trading routes that shaped identities and experiences within the African diaspora and the African continent.

Geography, and the ethnicities and trade practices that overlay it, is central to these emerging perspectives...

“Are the humanities in crisis?” For the past decade, this question, and answers to it, has been posed in numerous articles and opinion pieces nationwide. Underlying it is an unspoken lament for a former, halcyon state of humanities education and research. “The State and Future of the Humanities in the United States”—a plenary session at the 2018 AHA annual meeting—however, looked decidedly toward the future: a future that certainly draws upon lessons from the past, but one that must be prepared to tackle and embrace different approaches to education, professions, and the place of the humanities in public life. The plenary featured William Adams, former chair of the National Endowment for the Humanities, and Earl Lewis, president of the Andrew W. Mellon Foundation, with Claire Potter (The New School) moderating the conversation. 

A plenary session at the 2018 AHA Annual Meeting on “The State and Future of the Humanities in the United States,” featured William Adams, former chair of the NEH, Earl Lewis, the president of the Mellon Foundation, and Claire Potter of The New School as moderator. Marc Monaghan

Potter began the session by asking Lewis and Adams to reflect on the contemporary university’s role in promoting a new vision for academic work. “What forms of evolution have we seen and what limits to evolution are we encountering in the academy?” she...

Through e-mail conversation from June 29, 2017, to December 5, 2017, and at meetings on January 4 and 7, 2018, the Council of the American Historical Association took the following actions:

  • Appointed the following members of the 2019 Annual Meeting Program Committee: Ada Ferrer, New York University (Latin America, Caribbean, slavery, nationalism); David Myers, University of California, Los Angeles (Jewish, intellectual, cultural, Zionism); Mark Sheftall, Auburn University and Bucknell University (military, world, British empire); and John Thabiti Willis, Carleton College (Africa, diaspora, religion).
  • Approved revisions to the AHA’s open and third-party letters policy for Perspectives on History.
  • Approved an amendment to the FY18 Capital Budget to include $42,075 to upgrade the AHA’s association management software and directories.
  • Approved signing on to a letter from the Coalition for International Education to members of the United States House of Representatives Committee on Education and the Workforce in support of funding for Title VI.
  • Approved a Statement on Confederate Monuments on the role of history and historians in public conversations about removing or recontextualizing monuments or renaming public spaces.
  • Approved signing on to a statement with other scholarly associations opposing a proposal under consideration by the US Senate to tax graduate student tuition waivers as income, a provision included in the tax reform bill already passed by the US House of Representatives. During the earlier House debate, the Association had urged the full membership to contact their Representatives in opposition to the proposed tax.
  • Approved...

By Claire Potter and Brian Ogilvie

Chairing a conference program committee is a humbling experience, both because of the fine people in it, and because of the opportunities it provides to encounter thoughtful and engaging scholarship. Building the program of the American Historical Association’s annual meeting, especially, offers an opportunity to see what our colleagues are thinking about across the many fields and subspecialties represented in the Association’s membership. We want to congratulate the 2018 committee for the excellent meeting program in Washington, DC, and are eager to read the proposals we receive for #AHA19. We are particularly excited about meeting in the same city and at the same time as the annual meeting of the Modern Language Association, and the opportunities this offers for cross fertilization by reaching out to colleagues who might be attending that conference. 

The deadline for proposal submissions for the 2019 annual meeting is midnight, February 15, 2018.

The deadline for this year’s submissions is midnight, February 15, 2018; the call for papers and the composition of the full committee, which meets in April to determine the program for AHA19, can be found on historians.org. Those submitting are reminded that the theme, “Loyalties,”...

John M Lawlor Jr. is professor emeritus at Reading Area Community College in Reading, Pennsylvania. He lives in Womelsdorf, Pennsylvania, and has been a member since 1972. 

John M Lawlor Jr. is professor emeritus at Reading Area Community College in Reading, Pennsylvania.

Alma mater: MA, Kutztown University, 1973, 1981

Fields of interest: Native American, urban, American Civil War, Progressive Era, African American, interdisciplinary history and literature

Describe your career path. What led you to where you are today? In college I worked for the Reading Railroad and as an adjunct history teacher. On the railroad, I moved into computer applications. Computing, data management, and teaching skills led me to AT&T Microelectronics as a systems engineer. After 14 years of adjunct teaching, I went full time at Reading Area Community College in 1990. From there the path intertwines history and technology.

What do you like the most about where you live and work? I live with my wife of 44 years in a peaceful rural area, surrounded by cow pastures. I worked (retired in 2015) at a place where everyone was a cherished friend and colleague.

What projects are you currently working on? “On Native Ground: Studies of Native American Histories and the Land” NEH summer institute re-energized my activities in Native American research. Central to my study is an 1876 editorial highly critical of government Native American policy. This project,...

By Alexandria Ruble, Scott Harrison, Jane Freeland, Adam Blackler, and Julie Ault

“Here’s a scenario,” I said to students in my course on the Holocaust. “Imagine that right now, the North Carolina state government issues an order that you must leave the state if you or your parents are not from here. How many of you are from North Carolina?” Most students in the class raised their hands. Then, I asked, “How many of you have parents from North Carolina?” Fewer students raised their hands. I then followed up with questions such as: Where would they go? How would they get money to leave? Did they want to leave? Several students expressed discomfort with the idea of leaving because they identified as North Carolinians and did not know where they would find the funds or connections to start all over. 

In a panel on “Interactive Approaches to Teaching Twentieth-Century Germany Harrison,” Scott Harrison will demonstrate how he encourages students to contrast the relationship between monuments, like the Stolpersteine, and memory in Germany and the US. Wikimedia Commons/Axel Mauruszat/CC BY 2.0 DE

I then asked the class to use this sense of unease to reflect on the readings—excerpts from German-Jewish diarist Victor Klemperer. At the end of a lively discussion about factors that informed Jews’ decisions to stay or leave in the mid-...

Job ads in the AHA Career Center, the leading venue for job advertisements aimed at history PhDs, have declined for the fifth straight year and are now at their lowest level since the mid-1980s. During the period from June 2016 to June 2017, the Career Center posted 501 listings for full-time positions, a steep 12 percent decline compared to the same period from 2015–16.[1] Of these positions, 289 were on the tenure track, 94 were full-time, non-tenure-track positions (including both permanent and visiting positions), and 60 were postdocs. The remaining full-time positions were primarily nonacademic appointments or staff/administrative positions within higher education. 

Fig. 1: Advertised Job Openings Compared to the Number of New History PhDs

Declines were spread unevenly across regional and thematic specialization (Fig. 2). US/North American history positions, in recent years the single largest specialization chosen by employers as a primary field, fell a modest 8 percent. Jobs in world history continued their recent pattern of growth and have now increased 25 percent since the 2014–15 hiring cycle. In contrast, African and Middle Eastern history, fields with stable demand in recent years, each saw significant declines. Middle Eastern-focused positions declined 32 percent, while jobs in African history fell by over 50 percent, from 30 to just 14 positions. Asian history, another hot field...

Every week, AHA Today showcases a new grant, fellowship, or scholarship of interest to historians which has been posted to our free Calendar. This week we are featuring the Larry J. Hackman Research Residency Program from the New York State Archives.

The New York State Archives offers grants for qualified applicants to conduct research using historical state government records in the archives. The Larry J. Hackman Research Residency Program supports advanced work on New York State history, government, or public policy by defraying travel-related research expenses. Residents conduct research at the State Archives in Albany, NY.

Previous residents have included academic and public historians, graduate students, independent researchers and writers, and primary and secondary school teachers. Residencies range from a few days to several weeks depending upon the nature of the research and volume of records consulted. Contact the Archives Researcher Services staff to discuss your research topic and the records you propose to use: archref@nysed.gov or 518-474-8955.

End: January 16, 2018 Contact: sarahackres@nysed.gov More Info: http://www.archives.nysed.gov/grants/hackman  

 

The post Grant of the Week: Larry J. Hackman Research Residency Program appeared first on American Historical Association.

Beverly Bunch-Lyons is an associate professor of history at Virginia Tech, National Capital Region. She lives in Northern Virginia, and has been a member since 1995. 

Beverly Bunch-Lyons is an associate professor of history at Virginia Tech, National Capital Region.

Alma maters: BA, East Carolina University, 1985; MA, North Carolina Central University, 1990; PhD, Miami University, 1995

Fields of interest: business/entrepreneurship, African American, women, southern

Describe your career path. What led you to where you are today? I started out as a middle school social studies teacher, a job I loved. I quickly realized that I loved working with young people, was passionate about teaching, but wanted greater flexibility in choosing the courses I taught. I was fortunate to have phenomenal colleagues and supportive administrators at my school. I was given the opportunity to participate in the revision of the statewide middle school social studies curriculum in North Carolina, and encouraged to apply for a National Endowment for the Humanities summer teaching award, which I received.

I began pursuing my master’s degree in education at North Carolina Central University after my first year of teaching. As an elective, I took one incredibly amazing course in African American history, a decision that changed the trajectory of my career. After taking a second history course, I decided to change my major to history, and completed my MA in history.

At the start of my fourth year of teaching middle school, I made the very difficult...

Through its work, the AHA has learned that popular wisdom severely underestimates the value and versatility of a history degree. As the seat of the federal government, home to a battery of museums and archives, nonprofits, colleges and universities, and K–12 schools, the District of Columbia showcases many of the career paths open to historians. At the 2018 AHA annual meeting, we are taking full advantage of the diverse local community of historians to offer a slate of professional development activities that is bigger and more varied than ever. So big, in fact, that we’ve gathered them all into one enormous space: “Professional Pathways” (Marriott Wardman Park, Marriott Room, Salon 2). The space will host nonstop programming exploring the many careers of historians and helping graduate students and early career historians successfully navigate multiple job markets. 

Participants in the Career Fair at the 2017 annual meeting in Denver. Marc Monaghan

The space will have something for everyone. Curious about teaching in independent schools or what it’s like working as an assistant professor? Want to know how to get your foot in the door as a policy analyst or in a research library? Always wondered what a historian in the federal government or a program officer at a nonprofit organization actually does for a living? Come to the AHA’s Career Fair, sponsored...

By Ethan Ehrenhaft

Even before its use as a hashtag during the most recent presidential campaign, the phrase “drain the swamp” had a much more literal meaning to the residents of the District of Columbia. DC’s origins date back to 1791 when Congress approved purchase of land for a federally controlled capital. The district initially encompassed 100 square miles—most of which was covered by thick forests and insect-infested bogs. Upon arriving in 1800, Abigail Adams described DC as “a city only in name” in a letter to her sister. The land surrounding the newly completed White House was “romantic but a wild, a wilderness at present,” according to the First Lady. 

The National Mall in the summer of 1901. Wikimedia Commons

The capital today, of course, is a different place and no area in DC has undergone more physical and symbolic change than what is known affectionately as “America’s Front Yard”—the National Mall. As its wilderness was beaten back, the Mall’s function changed dramatically as well.

Part of his original design for the city of Washington, Pierre L’Enfant envisioned the National Mall as a “grand avenue” that would stretch from the Capitol building to the Potomac River, resembling the great streets of European cities. In its early days, the space was referred to as the “public grounds” or simply “the mall,” a common...

Every week, AHA Today showcases a new grant, fellowship, or scholarship of interest to historians which has been posted to our free Calendar. This week we are featuring 2018-2019 Fellowships from the New-York Historical Society. 

The New-York Historical Society is now accepting applications for its prestigious fellowship program for the 2018–2019 academic year. Leveraging its rich collections of documents, artifacts, and works of art detailing American history from the perspective of New York City, New-York Historical Society’s fellowships—open to scholars at various times during their academic careers—provide scholars with material resources and an intellectual community to develop new research and publications that illuminate complex issues of the past. Visit nyhistory.org/library/fellowships for instructions and application checklists for each fellowship. The application deadline for all fellowships is January 8, 2018.

End: January 8, 2018
Contact: fellowships@nyhistory.org
More Info: http://www.nyhistory.org/library/fellowships

The post Grant of the Week: New-York Historical Society 2018-2019 Fellowships appeared first on American Historical Association.

Daina Ramey Berry is an associate professor of history and African and African diaspora studies at the University of Texas. She lives in Austin, Texas, and has been a member since 1996. 

Daina Ramey Berry is an associate professor of history and African and African diaspora studies at the University of Texas.

Website: http://www.drdainarameyberry.com

Twitter: @DainaRameyBerry

Alma maters: BA (history), UCLA, 1992; MA (African American studies), UCLA, 1994; PhD (history), UCLA, 1998

Fields of interest: 19th-century, African American, slavery, gender and women’s history

Describe your career path. What led you to where you are today? I made the decision to become a historian as an undergraduate. Initially, I majored in economics but changed to history after taking an African American history course. My advisor, Brenda E. Stevenson, joined the faculty during my last year at UCLA and her course on slavery influenced me to pursue graduate work in African American studies and history. I stayed at UCLA for all of my degrees and went on to become a professor teaching at Arizona State University, Michigan State University, and now, the University of Texas at Austin.

What do you like the most about where you live and work? I live in Austin, a city quite similar to some of the California cities I spent my childhood and young adult years. It...

Hands wrung to the bone after years of crisis talk, humanities educators may justifiably think there’s nothing left to say about the value of what they do. Caroline Bynum disagrees. A preeminent historian of women in the Middle Ages and former president of the AHA, Bynum has edited a remarkable symposium recently published in the journal Common Knowledge, collected as “In the Humanities Classroom: A Set of Case Studies.” Each of the five essays recounts one or two real classroom sessions in such disciplines as history, art history, and literature. (Students’ names and other details are changed to protect their privacy.) 

“In the Humanities Classroom: A Set of Case Studies” features five essays recounting one or two real classroom sessions in disciplines such as history, art history, and literature.

The gauntlet hits the ground in Bynum’s introduction, establishing the audience for the articles: not so much those who would cast doubt on the value of the humanities (be they parents, students, or politicians) but those who would defend them. For all the lofty claims that an education rich in the humanities imparts critical thinking skills, democratic values, and civic responsibility, these arguments “all seem a little vague” and fall on rightly skeptical ears, she writes. Instead, building up the humanities needs to come back to their cornerstone: teaching, learning, and the intimacy of the...

By Carol Symes

With every passing day, the AHA’s upcoming annual meeting on the theme of Race, Ethnicity, and Nationalism in Global Perspective is becoming more and more urgent. In particular, a group of sessions on The Modern Legacy of Premodern Racial and Ethnic Concepts anticipates a number of recent events and controversies that have drawn attention to the close links between white supremacism and medievalism: that is, the projection of modern agendas onto the medieval past, or the selective use of that past to further such agendas. These include the mobilization of “medieval” symbolism by members of the “alt-right” and neo-Nazi groups, most notably by those rallying in Charlottesville; the renewal of white nationalist ideologies based on long-discredited versions of ancient and medieval history; and an ongoing, painful debate within academe over the extent of white supremacism’s (latent or blatant) influence in the shaping of various disciplines, including medieval studies. 

Carol Symes describes the Monumenta Germaniae Historica as a 19th century attempt to create a nationalist narrative of Germany.

When I organized this multi-session workshop with Michael Kulikowski (Penn State Univ.) back in January, we could not have foreseen some of these specific developments; but as historians of ancient Rome and medieval Europe we were already deeply...