Krieger Hall

Winter Quarter

Dept Course No and Title Instructor
In recent years, many historians have turned their attention to emotion as a subject of historical research, at times even describing an “emotional turn” within the discipline more broadly. This new field sits alongside – often uneasily so – a similar boom in interest in other disciplines of the humanities, social sciences, and life sciences. What is the history of emotions? How have historians theorized and written about emotions? What can historians offer to the broader field of emotions research? To answer these questions, this course will first operate historically by considering the history of “emotion” as a (scientific) concept grounded in the body, the ways emotion – in its supposed binary relationship to reason – shaped the history of (western) modernity, the emergence of the specifically historical field in and after the 1980s, and the ongoing tensions between universalist and social constructivist approaches. The second part of this course will explore a series of questions using case studies from various geographical and historical periods. Do (specific) emotions – e.g. anger, shame, disgust, love – have histories? How have historians “accessed” emotions? How can the study of emotion be integrated into other kinds of histories (of violence, of social movements, of media, of race, gender, and class)?
This class is the first in a two-quarter sequence, the goal of which is to produce a research paper of publishable quality. During this quarter, students will identify a research topic, summarize relevant secondary literature, and locate primary sources. A second but interrelated goal of this course is to introduce students to debates on what it means to be a historian and do historical work. To that end, we will read and discuss articles that speak to such topics as: historical methodology; the politics of the archive; the relationship between history, narrative, truth, and power; and historical analysis. Required of all first-year PhD students and MA students.
Restriction: Graduate students only. History Majors only.
Part two of a two-quarter sequence required of all Ph.D. students. Taken during the second year of the Ph.D. program; not required for M.A. students. Includes primary research and writing a research paper, often related to a future dissertation topic.
Prerequisite: HISTORY 204A
Restriction: Graduate students only. History Majors only.
The early modern period (1500-1800) is often conceptualized as a crucible in which modern notions of colonialism, capitalism, and knowledge as power emerged.  This class examines how historians have employed studies of past technologies and of attitudes towards technological knowledge to explore this transformation.   Topics considered include the experience and role of artisan-laborers (European and non-European) in new forms of knowledge production, the relationship between technology and the environment, and emerging links between technical knowledge production and state power.  A particular focus is placed on the relationship between attitudes towards technology and technological knowledge and empire-building in Europe and European colonial spaces in the Americas. Special attention will be paid to issues of gender in relation to the experiences of historical actors and spaces of technological production.

Click to view the draft course syllabus.
This course is an introduction to different approaches into the study of  the formation of Afro Latin American populations from the colonial  period through independence and post-abolition. We will examine  monographs centered on transatlantic and intra-Caribbean connections,  literary representations, material culture, medical humanities,  religion, gender, subaltern politics, race, slavery, and intellectual history.

View more information on the course website.
*The class will meet online in week 1 and week 2. Please contact Professor Jessica Millward at if you have any questions.

This is a research methods course that exposes students to the vast literature on digital humanities through a specific focus on the study of blackness and research methods. This course asks and answers: How can Black Digital Humanities (BdH) (Johnson 2018; Johnson 2018a; Johnson 2018b) preserve historical documents that would otherwise be lost in the evolving world of online databases, open access and for profit library packages? This graduate course explores our research in digital humanities focused on preservation of archives at risk of loss and that have especial significance for the 2020 iteration of young Black Lives Matter activists.  Drawing on Alexander Weheliye (2014), Kim Gallon (2016) argues BdH provides a “forum for thinking through the ways that black humanity emerges, submerges, and resurfaces in the digital realm through the “racializing assemblages of subjection.””  BdH allows the digital to be a tool for reflection on the Black experience, recovery of Black histories and resistance to dominant narratives. According to Jessica Marie Johnson, “black digital practice” results from bringing code-breaking and code-making instruments into archives that “never stopped talking” (2018, 58). Black Digital Humanities reckons with the fact that official archives fail Black people in general, and more specifically, Black Radicals, marking their ideas and lives as unfit for the archive.
This seminar will expose graduate students to the growing literature on U.S. refugee history, with a focus on tracing the evolving response of the U.S. government to refugees and asylum seekers from World War One through the aftermath of 9/11.  While paying special attention to Latin American and Asian refugees after World War Two, readings will examine more broadly the ways that shifting international and domestic circumstances shaped how, when and why have specific groups of refugees were selected for admission and protection in the U.S; how laws, policies and programs devised to admit and care for refugees have evolved during this period; as well as the ways that emerging notions of refugee rights have interacted with American understandings of race, class, religion, national origin, gender and age, have influenced who has been granted or denied sanctuary within U.S. borders.  Special attention will be paid to how the expanded power of the executive branch over immigration and refugee policy after World War Two, as well as the evolving relationship between the federal government and voluntary agencies contributed to the establishment of both increasingly sophisticated mechanisms of exclusion as well as a complex “public-private” bureaucratic infrastructure through which the United States continues to regulate the admission and care of refugees and asylees.
This seminar – Transnational, Entangled, and Connected Histories of West Asia – considers modern histories of West Asia and its regional and global networks through transnational, entangled, and connected approaches that go beyond the conventional geo-spatial conventions of the area studies paradigm of scholarship. We will focus on works of scholarship that move away from a single nation-state, national history, or comparative study as their framework of inquiry. Therefore, they emphasize connection, interaction, and encounter, particularly themes of mobilities, migration, diaspora, transimperial connections, revolution, networks of activism, ideologies, and so forth. While the focus of the seminar is the late imperial (late nineteenth century) to post-WWI Middle East, any student interested in histories (of Africa, Asia, Latin America, Middle East, US, World…) that involve transnational/transimperial/transregional movement of peoples, ideas, texts, and objects across and between regions will find seminar readings and discussions valuable.

Click to view the draft course syllabus.
This class will explore 5 key themes in modern Chinese history: war, revolution, ethnicity, nationalism, and gender. We will spend two weeks on each theme, emphasizing theoretical issues the first week and comparative ones the second. Some students will take it for world history credit and read only short Chinese case studies readings to go with more extensive readings on others locales, while those taking it for Chinese history or EAS credit will read less on other settings and more on China. Each class session there will be one article or book chapter read by all that will serve as a centerpiece for discussion. An overarching theme will be the value of taking a more globally minded approach to China’s modern era—& more fully integrating scholarship on China’s past into theorizing and model building on modern times and globalization.
No detailed description available.
No detailed description available.