Hist. 74300- Readings in 20th Century U.S. Women's History
GC: M, 6:30- 8:30 p.m., 3 credits, Prof. Kathy McCarthy
Hist. 75000- The Age of Empires: Colonial Americas, 1492-1776
GC: R, 2:00-4:00 p.m., 3 credits, Prof. David Waldstreicher
Hist. 75200- The Civil War, 1860-1865
GC: T, 2:00-4:00 p.m., 3 credits, Prof. James Oakes
Hist. 75700- U.S. Political Economy Since 1945
GC: T, 4:15-6:15 p.m., 3 credits, Prof. Judith Stein
What historians call the “golden age of capitalism” and the “age of compression” in the United States began after World War II and ended in the mid-1970s.. This course will analyze the sources of the era’s shared prosperity in the U.S., the global changes that challenged it, the struggles during the 1970s to preserve it, the triumph of new governing ideologies and practices in the 1980s and 1990s, and the causes of the recent Great Recession in the first decade of the 21st century. . We will examine both the economic ideas and practices of the eras and the changing politics and social composition of the Democratic and Republican parties. In short, we shall consider economics and politics over time. The reading will include historical treatments as well as selected works from other disciplines, like Thomas Piketty’s recent offering.
Hist. 70900- Modern France and its Empire
GC: R, 2:00-4:00 p.m., 3 credits, Prof. Cliff Rosenberg
Hist. 71100- European Crime from the Middle Ages to the Present
GC: W, 4:15-6:15 p.m., 3 credits, Prof. Mary Gibson
Hist. 72400- Adventures in Marxism: from the Communist Manifesto to Alain Badiou
GC: T, 4:15-6:15 p.m., 3 credits, Prof. Richard Wolin
In his “Theses on Feuerbach” (1846) Marx, seeking to free himself from Hegel’s tutelage, famously declared that, “Heretofore, philosophers have only interpreted the world; however, the point is to change it!” At the time, little did Marx realize the immense historical influence his ideas and doctrines would have. For decades to come, Marx’s theories would inspire intellectuals and political activists in Europe, Latin America, and Asia – although, often in ways that would have undoubtedly astonished Marx himself. After all, the first “successful” communist revolution occurred not in a highly industrialized society, as Marx had prophesied, but instead in Tsarist Russia: a nation that had only recently freed its serfs and that was still largely agrarian. Although as late as 1956, Jean-Paul Sartre could still refer to Marxism optimistically as, “The unsurpassable philosophy of our time,” following World War II, with the rising tide of decolonization, the torch of World Revolution had clearly passed (in the words of Franz Fanon) to the “wretched of the earth” – to the denizens of the so-called “Third World.” To add to this litany of well-known paradoxes: in contemporary China, one of the few remaining communist nations, Marxism has paradoxically become the reigning ideology of a society that is unabashedly oriented toward exponential economic growth and conspicuous consumption. (Or, as Deng Xiaoping proclaimed during the early 1980s: “To get rich is glorious!”) Looking back from 1989 – the watershed year in which the Marxist regimes of Eastern Europe unraveled with breathtaking rapidity – intellectuals and pundits openly wondered whether the time had finally come to write Marxism’s epitaph. However, in light of the rise of neo-liberalism and the prodigious rise of social inequality, forecasts concerning Marxism’s demise would seem premature.
Our primary focus will be the legacy of Marxist thought. As such, we will begin by examining the way in which Marx’s youthful confrontation with Hegel prepared the ground for the development of his notion of “historical materialism.” But very quickly, under the tutelage of the later Engels and the Second International, this conception congealed into a dogmatic body of received truths, precipitating what some have called the “crisis of Marxism.” At the time, one of the main responses to Marxism-in-crisis was “Leninism”: the idea that, since the European proletariat seemed increasingly lethargic, a vanguard party was required in order to focus its attention on the long-term goal of world revolution.
Under the guise of a “return to Hegel,” and as an antidote to Soviet Marxism, the interwar period witnessed an efflorescence of philosophical Marxism. Among the highlights of this movement were Lukács’ History and Class Consciousness as well as the work of Walter Benjamin and the Frankfurt School – a renewal Marxist thought that has been largely responsible for the postwar renaissance of “critical Marxism.” More recently, in books such as Revolution at the Gates, Slavoj Zizek has encouraged a “return to Lenin.” Similarly, the French Maoist, Alain Badiou, in part inspired by Sartre, has sought to resurrect Marx’s theory of the “subject.” Insisting that, as a critique of capitalism, Marxism has lost none of its historical relevance, Badiou claims that, by learning from its past defeats, Marxism can be resurrected.
Hist. 72700- Atlantic Africa: Slavery, Politics & Difference
GC: T, 2:00-4:00 p.m., 3 credits, Prof. Herman Bennett
Middle East History
Hist. 78000- History and Theory of the Middle East: II
GC: W, 6:30-8:30 p.m., 3 credits, Prof. Samira Haj
Hist. 78110- Violence in Islamic History: Case Studies and Comparisons
GC: R, 2:00-4:00 p.m., 3 credits, Prof. Chase Robinson and Prof. Anna Akasoy
Latin American History
Hist. 77100- Media, Politics & the Public Sphere in Latin America
GC: R, 4:15-6:15 p.m., 3 credits, Prof. Mary Roldan
Hist. 77200- Slavery and the Law in Latin America
GC: W, 4:15-6:15 p.m., 3 credits, Prof. Amy Chazkel
Hist. 72600- Deviance & Colonialism
GC: M, 6:30- 8:30 p.m., 3 credits, Prof. Satadru Sen
A signature characteristic of the modern world is the concern with normalcy and deviance, or rather, the accelerated production of norms and deviations, their diffusion through society, and their policing by a growing network of disciplining institutions. The concept of privacy was invented only to be made public immediately, as Foucault suggested. In this course we shall examine how these processes were affected by the simultaneous encounter between Europe and the colonized world, where the private and the public were both shaken by the intrusion of colonizers, but the universality of Foucauldian modernity broke down.
We shall proceed from the understanding that there were, broadly speaking, three dimensions to deviance in colonialism. In one, the colonized world was a treasure-house of deviance, undergoing discovery. In another, the norms of the colonizers showed themselves to be highly unstable, as Europeans were compelled to negotiate culturally, politically and sexually with their new subjects, and discovered in their new tropical settings unforeseen fears and possibilities of falling out of race, class and gender. In the third, the indigenous elites of colonized societies hijacked the categories of normalcy and deviance, used them to articulate their own visions of modernity, authority, resistance and hegemony, and argued fiercely amongst themselves – and with Europeans – about the nature of the Self that might inherit the postcolonial world. The particular focus of the class will be the phenomena of racial degeneracy and regeneration, from mid-nineteenth-century ideas of collective depravity, through their partial replacement by scientific and aesthetic visions of ‘individual’ delinquency, to anti-colonial schemes of national health that intersected with European fascism. Following preliminary readings, students will be encouraged to identity and explore their own areas of deviance.
Hist. 72800- Introduction to the History of the Emotions
GC: W, 2:00-4:00 p.m., 3 credits, Prof. Megan Vaughan
This course is designed to introduce students to what is now a large (and in some instances well funded) ‘sub-field’. We’ll begin by tracing the development of the historiography and mapping the dominant theoretical approaches to the historical study of the emotions. We will then look at how these approaches have been applied to specific historical events and processes and with what results. The second half of the course will include the use of source materials which we will examine and analyse together. Students will be encouraged to find their own source materials for this purpose. We’ll ask how far the ‘history of the emotions’ has been genuinely innovative and whether we think it will have a lasting impact. Where does the field go from here? Though focused on historical debates, by its nature this course is interdisciplinary.
‘AHR Conversation: The Historical Study of Emotions’, American Historical Review (December 2012): 1486-1531
Dixon, Thomas, ‘Emotion: History of a Keyword in Crisis’, Emotion Review, 4,4 (2012), 338-344
Frevert, Ute, Emotions in History: Lost and Found (Budapest, 2011)
Susan Matt and Peter Stearns eds, Doing Emotions History (University of Illinois, 2014)
Barbara Rosenwein, Emotional Communities In the Middle Ages (Ithaca, 2006)
William Reddy, The Navigation of Feeling: a Framework for the History of the Emotions (Cambridge, 2001)
Peter Stearns and Carol Stearns, ‘Emotionology: Clarifying the History of Emotions and Emotional Standards’, AHR, 90 (1985), 813-36
Catherine Lutz and Geoffrey White, ‘The Anthropology of the Emotions’, Annual Review of Anthropology, 15 (1986), 405-36
Research and Writing Seminars
Hist. 84900- Seminar in American History II
GC: W, 4:15-6:15 p.m., 5 credits, Prof. Andy Robertson
Hist. 84900- Seminar in Non-American History II
GC: M, 4:15-6:15 p.m., 5 credits, Prof. Helena Rosenblatt
Hist. 80020- Literature Survey- European History
GC: T, 6:30-8:30 p.m., 5 credits, Prof. Steven Remy
Hist. 80010- Literature Survey – American History
GC: W, 2:00-4:00 p.m., 5 credits, Prof. David Nasaw
Hist. 89900- Dissertation Seminar
GC: M, 2:00-4:00 p.m., 0 credits, Prof. Thomas Kessner
This Seminar is a dissertation writing workshop guided by the professor. It is open to students who are actively researching and writing their dissertations. Seminar participants discuss problems with their ongoing work and collectively develop strategies for addressing them. They submit selections from their work in progress for critique and comment by the rest of the seminar and read/critique the work-in-progress of the others.
The discussions focus on research, structure, methodology and writing issues and offer advice for improving style and substance in the submitted drafts. An ancillary benefit is that participants are pressed to meet submission deadlines and complete drafts more swiftly.
Open only to Level 3 PhD Program in History students who have defended their dissertation prospectus.
ART 86020 - No Man’s Land: Art and World War I.
This course has one obvious goal: familiarity with a fascinating and fundamental text. Its other goals include giving students confidence in approaching Latin texts of which there are already good translations; turning their attention to Augustine, one of the greatest arguers ever, so often lopped off Ancient but too early to be Medieval; relating the text to its context, North Africa in the late Roman Empire, now in the grip of the Church; examining Augustine's views on mind and language, and comparing them to the 'traps in thinking' of Wittgenstein's Philosophical Investigations; testing Augustine's solution to the problem of evil.
GC: M, 2:00-4:00 p.m., Prof. Romy Golan
World War I was—ironically and tragically--the historical avant-gardes’ “great muse.” Whether they celebrated the Great War (Futurism) or abhorred it (dada/Surrealism) all early 20th-century avant-gardes were energized by the conflict
On its one hundred year’s commemoration this seminar will assess past and present interpretations of the visual and to some extent literary culture of the war. The older scholarship was concerned with an art of retrenchments and retreats (the neo-classical body and the Call to Order), the war monument as lieux de mémoire, the link between painting and the miasma of the trench. The more recent scholarship emphasizes the link between new media, shell-shock, and WWI as the first global event (i.e. the photomontage, the Calligramme poem, Aby Warburg’s Picture Atlas), the link between automatism, the “talking cure” and bureaucracy; prosthetics as a form of Readymade, distancing as “cool conduct;” the anachronism of the last war panoramas versus cinema; poetry as performance-score; the manifesto as and antidote to the specter of boredom.
Readings will include: Guillaume Apollinaire, André Breton, Philippe Soupault, Robert Graves, F.T. Marinetti, Ernst Jünger, Georges Didi-Huberman, Paul Fussel, Ian Hacking, Friedrick Kittler, Helmut Lethen, Pierre Nora, Edoardo Sanguineti, Peter Sloterdijk, Klaus Theweleit, Paul Virilio.
MALS 71200 - NEW YORK, FASHION CAPITAL: Art, Gender, Labor
GC: M, 6:30-8:30 p.m., Prof. Eugenia Paulicelli
The course studies fashion in New York. Its power and intersections with art and design, the museum, retailing, fashion week, media, tourism and the cultural economy. Fashion as an industry, an economic force, a complex technology of bodies and identities has a profound impact in the creative economy of a global city such as New York. This relationship, however, has a long history. In the course, we will examine crucial moments and junctures in which fashion helped to shape the culture, identity and economy of the city.
IDS 70200 - Mapping the Futures of Higher Education
GC: T, 4:15-6:15p.m., Professors Cathy N. Davidson and William Kelly
The course is designed for second, third, or fourth year graduate students who are teaching during S 2015 at one of CUNY¹s colleges or community colleges. Like the larger Futures Initiative, this course looks in two directions at once. First, it examines and then puts into practice a range of new peer-driven innovative pedagogies across disciplines that will serve graduate students who are committed to exploring a range of new teaching skills and objectives. The assumption here is that most of the methods, assessment tools, and the general apparatus of higher education were developed in the Industrial Age (roughly 1865-1925) and it is imperative that we design new cross-disciplinary methods and structures to rethink education for the new arrangements and informal learning styles of the Internet Age. Second, ³Mapping the Futures of Higher Education² focuses on the role and requirements of public education in the U.S. in a stressed time where, nationally, we have seen several decades of defunding public education, leading both to a student debt crisis and a professorial crisis of adjunct or contingent labor practices. What are the costs of public education? Who bears them? What are the collective investments society makes in public education and what are the rewards?
In this course, we will design collaborative online tools, including a number of public ones, to include the students taught at the CUNY colleges in a semester-long inquiry and practicum into better ways of thinking, knowing, creating, and transforming institutional structures, both across fields and within them. One collective project we will develop in this course is a public, online ³CUNY Map of New York² to represent the goals and the collective contribution of public higher education in a democracy.
We¹ll focus on public engagement and presentation of work; visual, digital, and data literacies; quantitative, qualitative, and performative thinking; translation of specialized doctoral research for a generalist audience (of peers, students, and the public); new forms of qualitative and quantitative assessment across all fields and levels; and analysis of the importance of access, diversity, quality, and equality for higher education and the collective good in a democratic society.
All of this will be driven by a student-designed syllabus that embodies the course¹s core peer-learning collaborative methods.
PHIL ? - Augustine's Confessions
GC: R, 11:45 AM - 1:45 PM, Prof. Stephen Grover
Enquiries to: email@example.com