Today, The Junto features a Q&A with Brooke Newman, author of A Dark Inheritance: Blood, Race, and Sex in Colonial Jamaica (Yale, 2018), which was a finalist for the Gilder Lehrman Center’s 2019 Frederick Douglass Book Prize for the best work in English on slavery, resistance, and/or abolition. Her research focuses on the intersections of race, sexuality, and gender in the context of slavery and abolition in the British empire, focusing on the Caribbean. Newman is an Associate Professor of History at Virginia Commonwealth University, where she is also Interim Director of the Humanities Research Center. Look for a review of A Dark Inheritance later this spring.
Siena College’s McCormick Center for the Study of the American Revolution will award a one-year Postdoctoral Teaching and Research Fellowship for the academic year 2020-2021. The fellowship supports an early-career scholar whose research and teaching advance the McCormick Center’s mission to foster greater appreciation, interest, and awareness of the events and ideals behind the struggle for American independence. The McCormick Center collaborates with Saratoga National Historical Park and Battlefield and other regional community partners to achieve its mission and support the undergraduate Certificate in Revolutionary Era Studies (CRES).
Scholars without ongoing positions who have earned a Ph.D. in history or historically based interdisciplinary degrees (i.e. American Studies, Ethnic Studies, Gender Studies, etc.) within the last 3-years may apply for this fully funded, 10-month fellowship (September 1, 2020-June 30, 2021). We especially welcome applicants with expertise in the history of colonial and Revolutionary era New York, working in any subfield of history (economic, political, labor, religious, art, cultural intellectual, among others). A background screening will be required.
The McCormick Center Fellow will teach a 2/2 course load in the Department of History, contribute to the McCormick Center’s community programming, and complete a scholarly project. As a visiting faculty member in Siena College’s History Department, the fellow will receive office space, have full access to library resources, and opportunities to participate in the Capital Region community of academic and public history scholars.
Review of applications will begin on February 24, 2020 and continue until the position is filled.
- A cover letter that includes information about the applicant’s current scholarly project and an indication of how the applicant will utilize the post doctoral fellowship time to advance their scholarly work.
- A current curriculum vitae
- Syllabus for three undergraduate courses. Fellows can expect to teach the following courses during their time at Siena College:
- One predetermined upper division course (HIST 310: American Colonies, 1558-1763; HIST 312 American Revolution, 1763-1815; or HIST 327 Dutch Roots of America)
- A general education survey (HIST 101, 102, 103, 104 or 105)
- An additional topics class in area of fellow’s expertise
- Names and contact information of two references
Finalists will be interviewed on April 3 and 4, 2020 at the annual meeting of the Organization for American Historians (Washington, DC). Direct all inquiries about this opportunity to Dr. Jennifer Dorsey, PhD, Director Siena College’s McCormick Center for the Study of the American Revolution at email@example.com or 518-783-2319
Kacy Tillman, Stripped and Script: Loyalist Women Writers of the American Revolution (Amherst: University of Massachusetts Press, 2019).
Studies of loyalist women were at the forefront of studies of women in early America and the American Revolution. Scholars including Mary Beth Norton, Janice Potter-MacKinnon, Linda Kerber have examined how women, supporters, neutrals, and opponents alike, experienced and participated in the American Revolution. Contributing to this vibrant area of scholarship, Kacy Tillman’s Stripped and Script: Loyalist Women Writers of the American Revolution focuses on loyalist women as writers. While much scholarship on the American Revolution and loyalism examines the rhetoric and war writing in essays, broadsides, and pamphlets typically published by men, Stripped and Script focuses on how women writers used “public, if not published” letters and journals to engage in politics and to craft their own senses of loyalties. Continue reading
The Temple Early Atlantic Seminar presents a day-long symposium
The Long Game of U.S. Historiography:
A Century of Competing Interpretations
Monday, March 23, 2020
9:00 ~ Introduction
9:15-10:45 ~ François Furstenberg, Johns Hopkins University
“Frederick Jackson Turner and the Physiographic Imagination”
Although Frederick Jackson Turner has long been associated with the field of Western history, his historical vision went far beyond the U.S. West. This paper explores Turner’s fascination with the discipline of “physiography,” a late nineteenth century science that combined geography, geology, forestry, minerology, glaciology, and climate sciences more broadly. Might we even see it as a precursor of today’s environmental history?
11-12:30 ~ Harvey Neptune, Temple University
“The Lost Work of Daniel J. Boorstin: rethinking anti-racist historiography on the Early Republic”
In the widely accepted story of the anti-racist turn in Founding Fathers’ scholarship, Winthrop Jordan’s White Over Black: American Attitudes Toward the Negro figures conventionally as the “landmark,” the big book that heroically led to the scholarly “demolition” of the Jeffersonian image. The following essay offers an alternative account, one that recovers a rarely acknowledged piece of scholarly writing that critically exposed Jeffersonian white supremacy two decades before White Over Black. Authored by Daniel J. Boorstin, this “lost” work first appeared in 1948 in a book titled The Lost World of
1:45-3:15 ~ Johann Neem, Western Washington University
“The Fate of Democracy in the Changing Fields of Early American Historiography”
Traditionally, historians took the nation-state for granted. Embracing a global perspective, new scholars of a vaster early America have moved beyond this perspective. Their new narratives, however, reinforce neoliberal ideas of society and politics. Emphasizing exchange across borders, many histories of early America question the benefits of democracy when contrasted against empires’ capacity to create multicultural global polities.
3:30-5:30pm ~ Roundtable Discussion: The Long Game of U.S. Historiography
François Furstenberg, Harvey Neptune, Johann Neem
Chair: Jessica Choppin Roney, Temple University
** All attendees should register and plan to read the three pre-circulated papers in advance. **
This event is generously co-sponsored by the Temple History Department and
the McNeil Center for Early American Studies.
Yesterday Princeton historian Sean Wilentz published his latest piece opposing the 1619 Project at The Atlantic. In it, Wilentz argues that he—along with the other historians who signed a letter to the editors of the New York Times Magazine questioning the Project’s conclusions—are taking issue as a “matter of facts” that were presented in the 1619 Project, in particular in the essay authored by Nikole Hannah-Jones, the lead editor for the magazine’s issue, and in the letter of response from the Magazine’s editor, Jack Silverstein.
Today’s guest post comes from C.C. Borzilleri, who is a 2019 graduate of Georgetown University with a BA in History and Government. A lifelong resident of Litchfield, CT, she wrote her senior thesis on the history of women educated in her hometown. She is now working at the Calvin Coolidge Presidential Foundation, a privately funded presidential library with offices in Vermont and Washington, DC.<
With this year marking the 40th anniversary of Linda Kerber’s Women of the Republic, popularizing Republican Motherhood as an understanding of women in the Early Republic, I propose a supplementary theory to understand women in this time. Kerber’s Republican Motherhood articulated the accepted role of women: the “steady infusion of virtue into the Republic” by raising children to be responsible citizens. This mindset justified the education of women because they were responsible for the early inspiration of their children to care for the new nation. Kerber emphasized the division of public and private space, with the corresponding distinction of the public for men and the private for women. But her theory does not paint the full picture of activities women carried out. Continue reading
In today’s guest post, R. Grant Kleiser, a PhD candidate at Columbia University discusses his experience with teaching the Caribbean as a part of Vast Early America. Kleiser studies the early modern Atlantic world and his proposed dissertation examines the establishment of free ports in eighteenth-century British, Spanish, French, Danish, and Dutch Caribbean islands, investigating their promulgation within various political-economic philosophies and measuring their effect on “free trade” economic philosophers such as David Hume and Adam Smith, American Revolutionaries, Spanish Bourbon reformers, and British politicians. He has been a Teaching Assistant for the course, “The Modern Caribbean,” this semester under the direction of Dr. Natasha Lightfoot.
“Draw the Caribbean.”
That was the first in-class assignment I gave my students as a Teaching Assistant in the course, The Modern Caribbean, taught by Dr. Natasha Lightfoot at Columbia University. I am incredibly indebted to Molly Perry of the University of the Virgin Islands for providing me with the inspiration for this activity. Perry, a Ph.D. graduate of William and Mary and a professor of Caribbean history told me that she always invites her students to “draw the Caribbean” on the first day of class. Some people would detail a couple of the “bigger” islands (the Greater Antilles), others would include the outlines of Central, South and North America along with various “dots” signifying the Lesser Antilles, while some took the assignment as an invitation to produce a picture of people relaxing on a sand beach with palm trees swaying in the wind.
I thought that all these potential drawings could occasion a teaching moment for reflection on geography, various understandings of what the Caribbean is perceived to be, and the need for defining terms (such as the Caribbean) based on legitimate and well-stated criteria. A perfect assignment to start of the semester, I assured myself. What I did not expect was for it to be thrown back in my face. Continue reading