On January 18, 2021, Prof. Saul Cornell, the Paul and Diane Guenther Chair in American History, published “What today’s Second Amendment activists forget: The right to not bear arms” in The Washington Post.
Category Archives: Public History
Prof. Saul Cornell, the Paul and Diane Guenther Chair in American History, published “What today’s Second Amendment activists forget: The right to not bear arms” in The Washington Post.
The Gastón Institute has awarded Professor Stephanie Huezo the Andrés Torres Prize. As a result, Prof. Huezo will give present a paper called, “Reading and Driving under Popular Education: Tracing Salvadoran-Inspired Activism in Maryland,” on Thursday, October 8th, 1-3pm EST. Her paper will be part of UMass Boston’s celebrations for Hispanic Heritage Month.
You can RSVP at:
You can follow Prof. Huezo on Twitter @steph_huezo.
Professor Christopher Maginn Publishes “Teaching the World of Queen Elizabeth I in the Age of SARS CoV-19” in The Sixteenth Century Journal.
On July 7, 2020, Professor Christopher Maginn has just published an article in a special Early Modern Classroom supplement (2020) devoted to teaching in the era of COVID-19. Below is a link to the piece. Someone may find its discussion of pedagogy useful.
You can read the piece on this link: https://www.escj.org/blog/teaching-world-queen-elizabeth-i-age-sars-cov-19.html
Professor Nana Osei-Opare published “When It Comes to America’s Race Issues, Russia Is a Bogeyman” in Foreign Policy Magazine.
On July 6, 2020, Fordham history Professor Nana Osei-Opare published an op-ed piece in Foreign Policy Magazine called, “When It Comes to America’s Race Issues, Russia Is a Bogeyman.”
You can read the piece on this link: https://foreignpolicy.com/2020/07/06/when-it-comes-to-americas-race-issues-russia-is-a-bogeyman/
You can follow him on Twitter @NanaOseiOpare.
On July 3, 2020, Fordham history Professor Westenley Alcenat published an op-ed piece in The Nation called, ““Black Lives and the Fourth of July.”
You can read the piece on this link: https://www.thenation.com/article/society/juneteenth-independence-day/
Professor Westenley Alcenat Featured in CBS News on “Did you learn about Juneteenth in school? Many American history lessons fall short on black history”
The content below is reproduced verbatim from Caitlin O’Kane’s June 19, 2020, story, “Did you learn about Juneteenth in school? Many American history lessons fall short on black history.”
Westenley Alcenat, an assistant professor of History, Urban & American Studies at Fordham University, says black history curriculums in all schools are either “inadequate, inaccurate, or simply non-existent.”
“I went to high school in Minneapolis, actually, exactly in the same areas that were deeply affected by the George Floyd incident,” Alcenat told CBS News. “I can confidently tell you that much of what I know regarding American history within the context of what contributions or roles black people made to it… was not something that I really learned as much about in high school as something I learned in adulthood.”
Alcenat said African American history is often sequestered from the larger narrative of American history. Instead, children at all education levels should be learning about the contributions African Americans made throughout history.
“We are not taught enough about how black men and women put their lives on the line to create what we know today as the multiracial vision of American democracy,” Alcenat said.
“Given the type of society we’re striving towards, the type of society we’d like to be, let’s let our kids know very early on what [African Americans’] particular contributions really are,” he said.
In the wake of nationwide protests against racial injustice, new efforts are being made by many American institutions to advance diversity and equality and address longstanding biases. Companies are suddenly recognizing the need to rebrand products like Aunt Jemima and Uncle Ben’s due to their racist imagery, the country band Lady Antebellum changed its name, and NASCAR banned the Confederate flag.
While these changes may be welcome, some believe real progress can only be made if a fuller version of history is taught in schools.
“Without knowledge of history, how do you put together an empathetic, humane response to horrible situations like the George Floyd murder, which we know is a symptom of the larger historical forces of racism in this country?” Alcenat said. “It’s incredibly important that we try to provide a correctness to how it’s all being taught at the moment. Or else we risk not necessarily repeating history, we risk not knowing how to deal with ourselves when these moments of history come upon us.”
Professor Nana Osei-Opare published “Around the world, the U.S. has long been a symbol of anti-black racism” in The Washington Post.
On June 5, 2020, Professor Nana Osei-Opare published, “Around the world, the U.S. has long been a symbol of anti-black racism,” in The Washington Post. You can read it by clicking the link below: https://www.washingtonpost.com/outlook/2020/06/05/around-world-us-has-long-been-symbol-anti-black-racism/
You can follow him on Twitter @NanaOseiOpare.
A group of graduate students studying at Fordham University has come together to analyze and provide insight into complex issues of both race and gender. Graduate students, in a course entitled, “Race and Gender” in the fall of 2019, led by Professor Kirsten Swinth, discussed race and gender in modern America.
As a final project, they each wrote several blogs, original pieces, and a comprehensive lesson plan that discusses a specific issue related to race and gender and/or a key historical insight that they obtained after completing the course.
Their publications are available on their student-designed public website (https://ufci2019.ace.fordham.edu ). Each blog post (written by one of the class members) tackles either race or gender through the incorporation of both secondary and primary sources.
It was their mission to use the knowledge obtained through spending a semester studying these social constructions in great detail to provide valuable insight into each discussion. In each blog post or lesson plan, the students selected a particular topic and offered their research and insights based on the knowledge they had accumulated over the course of the semester.
Students of all levels of higher education, professors, and history enthusiasts are welcome to interact with the information presented within each post. They are invited to consider questions that arise in handling these topics, and consider how their own insights could expand upon these ideas.
List of Contributors:
William Hogue is a PhD student in History at Fordham University interested in the international intellectual and political history of US imperialism and its relationship to American Christianity. His research examines the history of multinational organizations, religious institutions and policy institutes, the politics of international order, and the connections between foreign and domestic policy. In particular, he focuses on the influence of liberation theology in Latin American revolutions and the US domestic human rights reaction to US foreign policy in Central America.
Benjamin Van Dyne is a PhD student in theology at Fordham University, where his work focuses on white and Christian supremacy and social solidarity in the face of violence and suffering. He is a graduate of the University of Virginia and worked as a community organizer in Indiana, Kentucky, Virginia, New York City and Long Island before attending Union Theological Seminary, where he graduated in with his Master of Divinity. He lives in the Bronx with his two children.
Katie Shine is a first-year doctoral candidate in modern history at Fordham University. Her academic interests include the First and Second World Wars, 20th century Italy, U.S.-Italy foreign relations, memory studies, race and nationalism, and Fascist society in western Europe. Having previously worked in higher education, tutoring, and program management in the career development and financial services spaces, she has had many valuable (and treasured) learning and teaching moments.
Grace Campagna is an undergraduate Senior at Fordham University studying History, Anthropology, and Medieval Studies. She will graduate in May 2020 with a Bachelor’s degree in History. Her academic interests include medieval England and women’s history. She has enjoyed tackling new topics and time periods during this course on Race and Gender in Modern America.
David Marchionni will complete his Masters’ degree in History from Fordham University in August 2020. His MA Thesis will focus on the Stonewall Riots, and its impact upon lesbian and gender non-conforming people of color.
Owen Griffis Clow is a doctoral student in the Fordham University Department of History. He researches modern American history with a focus on the late twentieth century (1970-2000), violence, and the American South. He is a graduate of Lawrence University (B.A.) and Columbia University (M.A.).
Fordham Historian Prof. Kirsten Swinth is quoted in a The Washington Post article entitled, “Jane Fonda spent a night in jail in 1970. Her mug shot defined feminist rebellion.” Swinth states: “At the time, there was this expectation that the only way a woman could be in public was to present herself in full makeup, respectably dressed, a skirt, a well-controlled girdle,” said Kirsten Swinth, a Fordham University professor who studies U.S. women’s history. The mug shot “says you can be something different than what society has told you you can be.”
You can follow Prof. Kirsten Swinth on Twitter at @kswinth.
You can also read the full article below:
In this new series, “What is Global History at Fordham,” we will hear from members of Fordham’s Global History consortium on what global history means to them and how it shapes their work.
Today, we begin with Professor Asif Siddiqi.
“As a historian of science and technology, global history is neither world history nor is there one single version of it. Instead, my research is focused on highlighting the many globally connected histories of science and technology. Instead of looking at (for example), German science or a Japanese nuclear reactor or a Russian satellite, our approach would consider larger concepts such as mobility or waste or infrastructure and reconstruct their global manifestations and changes across time and space. Our teaching will give you the tools to investigate, research and write your own version of a globally connected history.”
You can follow Prof. Asif Siddiqi on Twitter @historyasif