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
As a historian of piracy, I suppose it was inevitable that my research summaries would end up reading like bad monologues for a late night comedy act. Like this tidbit from the Archivo General de Indias in Sevilla: “1618 four Frenchmen appeared before the governor of Santo Domingo accused of piracy by the Spanish patrolmen who caught them on the island’s coast. The governor interrogates the four men through a translator. One of the men admits that, to survive, they occasionally went pirating on the high seas, but that they never stole anything from the Spanish. The governor then asks him where they got their ship, to which the men admit that they may have stolen one thing from the Spanish.” Ba dum tsshhh, cue the rimshot and laughter from my friends as I relate the story over beers later that evening. 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
It’s a fun time for me to be a Juntoist. I joined the blog while I was ABD, on the brink of defending my dissertation. I had thoughts about research and writing, many untested theories about teaching, and opinions about where historians needed to eat when visiting archives in different cities. This was a blog for junior early Americanists, and I didn’t think too much about how the blog would grow and evolve over the next several (!) years. Definitions of junior scholars (“early career researchers” here in the United Kingdom) vary across the UK. The Arts and Humanities Research Council’s definition is someone within eight years of the PhD or within six years of their first academic appointment. Within my faculty, ECRs include “level 4” staff within four years of being hired or recently hired. Thus when I passed my probation, was promoted to level 5, and became a permanent member of staff, I became a non-ECR by my faculty’s definition but still eligible to apply for AHRC ECR funding and funding from other schemes. All this is a long way of saying that I’m a Not So Early Early Career Researcher™ about to embark on her first sabbatical, and would like your advice about how to approach this period of leave. Continue reading
A few years ago as a pre-ABD graduate student, I wrote a post for the blog that has proved to have a longer shelf-life than most. That post, “Digital Workflow for Historians,” laid out how I used two programs, Papers and Scrivener, to manage my research and writing process. At the end of that post, I offered to share my project template and Chicago-style Compile (or export) preset. Over three years later, I still get emails on a monthly basis asking for those files. Following a discussion on Twitter last week about using Scrivener, it seemed the time was right to revisit the topic and to show how I ended up using Scrivener throughout the dissertation process, from organizing my research to producing drafts and revisions of chapters. Continue reading
There should be no need to mention in a blog about early American history that the digital turn is, perhaps, a fait accompli. However, over the past couple of years more and more articles have called into question the ways in which access to digital archives and digitized sources has changed both the questions historians ask and the kinds of research we do. Of this surge in publications, Lara Putnam’s recent AHR article stands out as a kind of canary-in-the-coal-mine warning to both graduate students and established professionals. Putnam, professor of history at the University of Pittsburgh, calls on all of us to have an “extensive discussion of digitization,” thereby pulling our research approaches out of, “the realm of invisible methods, the black box where by consensus we leave so much of our discipline’s heavy lifting.” For Putnam and others, the digital turn remains full of pitfalls that deserve our serious consideration. Continue reading
When John Adams looked back on the American Revolution (something he liked to do), he reflected that, “The Revolution was in the Minds and Hearts of the People.” The colonists’ drive to independence marked a new era of American history, Adams thought, when “Thirteen Clocks were made to Strike together; a perfection of Mechanism which no Artist had ever before effected.” Scholars have struggled to frame the experience of the Revolution in picture and on the page. How can we use digital tools to curate collections of revolutionary culture and #vastearlyamerica for use in the classroom?
Today, The Junto chats with Darren Milligan, Senior Digital Strategist at the Smithsonian Center for Learning and Digital Access, about the Smithsonian Learning Lab, which encourages us to make, use, and share new galleries of history. Continue reading