Krieger Hall

Spring Quarter

Dept Course No and Title Instructor
Research and writing of a paper demonstrating command of historical methods explored in HISTORY 202A. Required of all first-year Ph.D. students and M.A. students.

Prerequisite: HISTORY 202A
What is neoliberalism? Is it a coherent intellectual and political movement; an historically specific process characterized by deregulation and privatization; or perhaps even a subjectivity rooted in the entrepreneurship of the self? This course explores these questions by engaging recent historical and theoretical literature on neoliberalism. Moving across various global locales, it tracks the challenges to global capitalism posed by nationalist and decolonization movements in the early twentieth century through to the successive oil and debt crises of the 1970s and 1980s. All through, the course explores the interrelation of capitalism, sexuality, race, and “the family,” and considers methods for telling multiscalar histories that grapple with the daily experiences and lived realities of global capitalism.
This seminar explores historiographical debates and methodologies on gender and sexuality Latin America and the Caribbean during the late 19th and 20th centuries.  The class pays particular attention to feminist scholarship on state formation, race, capitalist modernization, social movements.  Requirements include weekly written responses and two short papers.
This graduate course will explore the role of institutions in state-building, politics, and social reform in the 19th and 20th Century United States. This course will draw on scholarship in policy history and American political development and seek a more expansive sense of the alternative mechanisms of power that exist outside of a more traditional understanding of the “state”. The readings in the course will place institutions at the center of the analysis and, in the process, refocus narratives of race, class, and gender. 
This seminar is designed to introduce graduate students to some of the major genres of primary sources for research in late imperial and twentieth-century Chinese history.  Reading material includes Qing documents, local gazetteers, short biographies, diaries, short stories, journal articles, newspaper articles, speeches, scholarly prose, and field reports.  Each week will focus on one or two texts, representing the above-mentioned genres.  Most of these documents are written in classical Chinese; some of them are not punctuated.  The course should give the seminar members some sense of the pitfalls and pleasures of working with Chinese historical documents.  Typicality and brevity are the guiding principles for the selection of these texts.  The main purpose of the seminar is to provide advanced language training for graduate students.  It is expected that through studying these typical texts, the seminar members will receive some preparation in dealing with similar sources in their future research.

The meetings will focus on the language of the texts and the genres they represent, while briefly discussing their contexts and larger meanings.  Students are encouraged to ask questions about the grammar, allusions, idioms, and whatever else they might not understand about the reading materials.  To get a better understanding of the historical genres covered in the seminar, as well as of various related issues in a general nature, the seminar participants are encouraged to read through Endymion Wilkinson’s enormously useful handbook, Chinese History: A Manual.

It is essential for the seminar members to learn how to use Chinese dictionaries (not Chinese-English dictionaries) for checking difficult characters, special terms, cultural allusions, etc.  The instructor intends to focus on two important and most commonly used Chinese dictionaries, to be introduced in the first meeting: 1) Cihai, a kind of encyclopedia which is good for checking background knowledge about Chinese culture and language; and 2) Ciyuan, particularly good for classical Chinese terms.

It is strongly suggested that each participant prepare at least two questions for each meeting.  The seminar members will be asked in class to translate parts of the texts to be read for each week; it is therefore expected that students will have finished the assigned reading prior to the class meeting.
This graduate seminar introduces students to basic pedagogy methods and practices at the college level, with special attention to the particular challenges of teaching history.

The learning objectives for the course are both immediate and long-term.

After completing the History Pedagogy Seminar, students will be able to:
navigate SoTL for general and discipline-specific purposes
develop a repertoire of tools for planning and implementing best practices in higher-ed history education
design a road map for their professional development as teachers over the next 3–5 years

The History Pedagogy Seminar provides a solid foundation for students to continue their pedagogical development as their teaching experience and skills become more advanced. Students will develop a robust knowledge of and experience in applying basic pedagogical methods and practices for effective history teaching at the college level. These skills are transferable to other spheres, including high school teaching, curriculum development, and training in a wide variety of professional settings. The course is in dialogue with other types of doctoral training and professional development, including preparation for qualifying exams, the job market for assistant professors, and other employment opportunities.

This is a class for four units of graded credit in a graduate program. That said, auditors are welcome—encouraged, in fact. This seminar explores a foundational literature: SoTL. Following the insights of Paulo Freire, the course is premised on the claim that there is no theory without praxis. So we will combine scholarly inquiry with aspects of a workshop and lab. Our investigation is structured around two basic disciplinary questions:

What should historians teach?
How can we do it well—to diverse audiences in multiple institutional settings?