Jessica Blake is a PhD candidate in U.S. History at the University of California-Davis, where she is completing a dissertation entitled, “A Taste for Africa: Imperial Fantasy and Clothes Commerce in Revolutionary-era New Orleans.” She is currently a dissertation fellow at the Winterthur Museum and Archive.
In 1808, the New Orleans trader John Joly placed an advertisement in the Moniteur de laLouisiane for a shipment of large Angola shawls (grands shals d’Angola), a rectangular cloth of African construction meant to drape over the shoulders. Joly marketed the cloth for the general consumer, making no indication that he considered it a product intended solely for use by enslaved or free people of color. Continue reading →
This is an interview with Sowande’ Mustakeem, who is an Assistant Professor in the departments of History and African and African American Studies at Washington University in St. Louis. Today she speaks with The Junto about her book, Slavery at Sea: Terror, Sex, and Sickness in the Middle Passage, which Casey Schmitt reviewed yesterday. Her previous work has appeared in journals such as Atlantic Studies and the Journal of African American History, and edited volumes such as Understanding and Teaching American Slavery, Teaching Lincoln: What Every K-12 Student Needs to Know, and Gender, Race, Ethnicity, and Power in Maritime America. Continue reading →
Over the winter break I was back in Austin, catching up with grad school friends and reveling in a week’s worth of breakfast tacos. Part of this week included a trip to the Alamo Drafthouse to see Rogue One, because we all know work/life balance is important. For the uninitiated, the Drafthouse is a magical movie theater where you can view new movies while eating and drinking. They’re famous for their all-day Lord of the Rings marathon, complete with second breakfast and elevenses. So I was pretty excited to see what themed food and beverages the theater managed to create using inspiration from the Star Wars cannon. Remember how I said work/life balance is important? Well it is, but sometimes I have trouble switching off.Continue reading →
BGEAH 2017: “Land and Water: Port Towns, maritime connections, and oceanic spaces of the early modern Atlantic World.” Call for Papers
The British Group of Early American Historians will hold its annual conference at the University of Portsmouth, 31 August – 3 September 2017.
Drawing on Portsmouth’s historic significance as a port town this year’s conference theme is: “Land and Water: Port Towns, maritime connections, and oceanic spaces of the early modern Atlantic World.” Portsmouth was a site of embarkation for those who shaped (or attempted to shape) the political, social, and demographic contours of the Atlantic World: the Roanoke colonists departed from the town in 1587; as did Admiral Nelson for the Battle of Trafalgar in 1805. It was a hub of imperial force in the form of the Royal Navy and intimately connected with the imperial conflicts across the globe, and also of the protection and then prevention of the transatlantic slave trade. Yet, as with all port towns, the social space between water and land was a space for contestation and conflict; a space for opportunity and escape. Continue reading →
I feel like I’m writing more than a few pieces lately that start with “I love [X], BUT . . .” and apparently today is no different. I’ll just come out and say it: I love Harry Potter, but I have trouble with J. K. Rowling’s treatment of history. Harry Potter was immensely important to my young adulthood. I read the books as a teenager, went to more than one midnight movie release, bought and consumed Bertie Bott’s Every Flavour Bean, and dressed as a character from the books for Halloween. I tend to re-read the novels once a year, when I’m looking for ways to improve my ability to tell a story. I wasn’t a historian when I first started reading the books, so I didn’t look too critically at Rowling’s characterizations of history and historians. Now that I am a historian, I’ve come to the conclusion that although Rowling’s portrayal of our discipline is wrong, her depiction of the wizarding world’s past—and how people interpret and at times attempt to change and revise it—is much more in keeping with the task that muggle historians daily confront. Continue reading →
Three things happened in the last couple weeks to put Hamilton back on my mind: 1) the Victoria Palace Theatre in London announced that tickets for the show would finally (finally!) go on sale in January, 2) I started re-reading some of my research notes for this round of book edits, and 3) police arrested and pepper-sprayed peaceful Native Americans—Standing Rock Sioux, along with 90 additional nations and tribes—who were protesting the construction of the Dakota Access Pipeline. I find that being a historian is a job of intellectual mood swings. I read my sources telling me about the horrible things some of the people I study did in the past, and then I have to pull back and contextualize their actions within an eighteenth-century milieu in which many people were terrible people most of the time by 2016’s standards (and people, our standards these days are low). All this is a longish way of saying that I, like many historians, love Hamilton while recognizing that its treatment of Early Republic history misrepresents and sometimes leaves out some of the topics that matter most to me as a historian. And so today I want to talk about Hamilton, settler colonialism, and Native American history—in particular, about land battles and the relationship between Indians, federal governments, and state entities. Continue reading →
I wrote lots of recommendation letters for students this summer, probably because last year was the first year that I taught students in their final undergraduate year, and many of them are looking for or have recently found jobs. I always die a little inside when I read or hear the word “employability,” because I think it’s a jargony term that seems to reiterate the point that a university sells a degree to its customers, the students. I do not think that education should be viewed as such a service, but neither do I think that it’s responsible to entirely eschew discussions of marketable skills that students can mention in their pre- and post-graduate job searches. Not all of them will become professional historians, and given the state of the academic job market, that’s okay! I spend time at the start of each term, in class and in my syllabi, explaining why I think it’s important for students to participate in class discussion. One of my key points is that a student’s class contributions are something that I can and do mention in my recommendation letters. Having spent the summer writing letters for recent graduates I know that I’ve mentioned their contributions in every single letter I’ve written. Lately, my feelings have gone beyond believing that students should participate: I think students should lead discussion. Continue reading →