S. PENFOLD and A. HOOD
HIS1997 is the common experience of all post-Medieval History MA students. It provides the occasion for you to reflect on the discipline through an examination of theoretical and methodological writing, as well as some historical works exemplifying important currents of historiography. Emphasis in the course is on reading and discussion.
M. MURPHY & B. RAMAN
This course provides an introduction to key theoretical works that animate historical research and practice, as well as connect historical scholarship with debates and problematics in other disciplines. We will read classic texts of social theory such as Foucault, Marx, Spivak, Chakrabarty, Butler, Braudel, Fanon, and Trouillot in conjunction with problems and methods explored by historians, past and present. Selected themes pertinent to the historian’s craft—temporality and archives, scale, translation—and to the philosophy of history—universalism and alterity, modernity and capitalism--will be taken up to prepare students to craft their research trajectory and projects.
This course is designed as a practicum – we quickly will move out of the seminar room and into the archives where students will apply a number of techniques and methods used by research historians writing about the nineteenth and twentieth century city. Although the spatial and temporal focus will be on Toronto in the “long” twentieth century, the methods taught will be applicable to other geographic and national contexts. The aim is to prepare students for the research that will underlie their Masters papers or PhD dissertations. There will be a strong emphasis on the design of research projects and how they can be structured from start to finish in collaborative fashion using a range of digital humanities tools such as Slack, Zotero, Omeka, and Neatline.
The course will begin with readings that cover exemplary recent works in community history and then move on to a section on theory and method. Visits to the City of Toronto Archives, Metropolitan Reference Library, Ryerson Image Centre, and the Thomas Fisher Library will orient students to available source materials, finding aids, and staff support. They then will be divided in small teams that will model projects, conduct sample research, and develop digital presentation tools.
Each student will be assessed upon 1) a review of a monograph on local/community history; 2) a methodological essay that reflects on both the practice of local history and working collaboratively; and 3) a final digital research project. In addition there will be regular “hands on” assignment using archival and documentary materials that will be submitted but not formally assessed, but will be considered part of participation.
This course delves into techniques and technologies of modern governance, seen especially through the lens of British colonial liberalism, in two broad ways: first, as a central project in the global history of the present, and more particularly, as a key story in the genealogy of contemporary neoliberal mappings of society, subjects, and agency. The seminar will introduce students to foundational literature on the concept of governmentality, historicizing the term by reading it alongside key primary texts on political economy and sovereignty, and postcolonial approaches to political theory. In particular, it poses British India as a site through which to open investigations on the key features and contradictions of liberal governing more broadly, most especially, the relationship between economy as the dominant idiom of governance and the politicization of culture/identity politics.
For decades, oral history has been a preferred methodology in documenting social movements and the life experiences of marginalized populations. Recently, LGBTQ history, intersectional feminist politics, and queer theory have given rise to new oral history projects, new identities, and new methods. This seminar will be a workshop in doing LGBTQ oral history, with a focus on queer and trans lives. Students will follow the full life-cycle of the interview and learn how to: develop a theoretically informed research plan; grapple with ethical considerations; write a questionnaire and consent form; find narrators; use audio and visual technology to record interviews; write up fieldnotes; transcribe interviews; analyze and write from the material; and contribute to a digital exhibition using Omeka. We will read work in oral history theory in practice, including work by Boyd; Portelli; Abrams; High; Ramirez; Murphy; and others. The course will undergo ethics review before the first class, but students will learn about IRB procedures as part of the course content.
This is a reading seminar that will focus on gender and sexuality in historical perspective. Students will engage with theoretical works that are framing current historical research as well as with empirical studies that explore specific historical questions. The goal of the course is to provide students with a basic framework for pursuing additional research, as well as for comprehensive field preparations in these areas. No single course, however, can hope to cover the entire range of scholarship on sexuality and gender in every place and time. Specific topics and readings may shift to reflect the research and teaching expertise of the instructor.
This seminar examines photography and photographs in three ways: historical, methodological, and conceptual. Historically, the seminar will cover the era of the photographic image, from its invention in the 1830s to the present. We will be especially concerned with examining the role that photography has played in shaping modern understandings of self, nation, and race. Historical monographs will be drawn from various national and transnational studies, with a primary but not exclusive focus on the Americas. The course, however, is designed for all students regardless of geographic area. In addition to examining relationships between photography, identity, and power, we will develop a set of conceptual and methodological tools for analyzing photographic images, carefully considering the status of photographs as primary sources for historical research.
In terms of the conceptual, we will read and discuss foundational theoretical works, including key essays by Walter Benjamin, Michel Foucault, Roland Barthes, and Ariella Azoulay. Here, we will consider the ethics and politics of human visual experience as such. What does it mean to see and be seen? Who has “the right to look”? How has photography been used to separate, identify, and classify? How have photographs changed the kinds of claims that people could make in their respective private and public spheres?
This course examines selected topics in Canadian social history from the early eighteenth century to the late twentieth century. Students will have an opportunity to study various significant topics where there is a strong secondary literature. The topics are organized chronologically, and an effort will be made to appreciate the significance of social transformations over time. We will focus on the changing approaches and methodologies of historians during the past 30 years. Ultimately, students should gain a better understanding of both Canada's social history and the writing of social history by Canadianists. Likely topics include: the rise of institutions, aboriginal peoples and acculturation in the prairie west; industrialization and the family; working-class cultures; spectacles and the new cultural history; gender and the reform movements; the rise of the welfare state; immigration; consumerism.
This intensive joint graduate/undergraduate research seminar provides opportunity for detailed study of the treaty processes between Indigenous peoples and newcomers in Canadian history, examining the shift from alliance treaties to land surrender agreements during the colonial period through to the signing of recent treaties including the Nunavut Land Claims Agreement and the Nisga’a Final Agreement. We will consider the history of Canada as a negotiated place, mapping the changing contexts of these agreements over more than four centuries through readings and seminar discussions. The first six weeks will be devoted to an intensive study of more than four centuries of negotiated agreements between Indigenous peoples and newcomers to the lands that would become the Dominion of Canada. There will be a day long field trip Friday September 28th to the Woodland Cultural Centre and the Mohawk Institute Residential school and a class trip to the Royal Ontario Museum. For the major assignment, students will select a treaty of personal relevance to them and conduct detailed research (guided by the professor), contributing their findings to a web resource on Canada's treaties. Students in this year's Canada By Treaty will have the opportunity to learn about digital curation and website design. Primary source analysis, seminar participation, digital content, research essay.
This course explores how the “transnational turn” has influenced the writing of Canadian history over the past two decades. Students will be introduced to the major debates in the international literature, as well as a range of works in Canadian history that adopt a transnational approach. In weekly readings, seminar discussions, and in the preparation of a major historiographical paper on a topic of their choosing, students will reflect on the challenges and merits of interpreting, researching, and writing Canada’s history through a transnational lens.
The course this year will concentrate on the period since 1980-2000. The course will centre around the Mulroney government’s foreign relations, including acid rain negotiations, the free trade agreement of 1988, peacekeeping, the South African question, Canada’s defence policy, and the end of the Cold War. On some topics primary research materials can be made available.
This course will introduce students to key works and approaches to the study of ’empire’ and ‘race’ in Canadian history. In addition to reading some of the most influential works in postcolonial theory, we will read both classic works of Canadian historiography that deal with the question of empire, as well as more recent approaches that draw upon new imperial history, postcolonial studies, feminist and critical race theory. We will discuss the meaning of empire in everyday life, Canada’s relations with the global south, migration and diasporic politics, the impact of global decolonization, anti-colonial thought, and Aboriginal politics. Throughout, we will debate the merits of the recent ‘transnational’ turn in Canadian.
HIS 1168H (J) Topics in History: History of the Sex Trade in Canadian and Comparative Contexts (Joint HIS417HI)
This course explores the historiographies and historical populations surrounding “the world’s oldest profession” in Canadian and comparative global contexts, from the 17th century onwards. Using a range of texts, students explore both the lived experiences and representations of those involved in this controversial economy, including madams, clients, police, and queer and trans communities. Throughout the course students will examine a range of sex work archives and primary sources, including memoirs, photographs, and film, to develop an original research project on a topic related to the course theme.
The course will introduce students to the methods and practices of intellectual history with a focus on the development of ideas in Europe from the Enlightenment to the present day. The books assigned in the course will be a combination of classic and exemplary works in the field, theoretical texts in related fields, and some of the best and most representative works recently published in the field. The aim is to give students a solid foundation in the methods and practices of intellectual history, an exposure to a breadth of approaches within the field and a sense of the trends in recent scholarship while also enabling them to engage with challenging theoretical works that will allow them to create their own unique approaches to intellectual history.
Jus commune: the rise and development of learned jurisprudence in the High Middle Ages. Jurisprudence is one of the foundational disciplines in the rise of the Universities and the one in which the newly defined figure of the academic most directly became engaged in the rule and development all sorts of high medieval institutions and practices. This course will examine the texts and practices relate to medieval jurisprudence.
From the fifteenth century, new social, religious, and political tensions brought European Christians, Jews, and Muslims into closer contact with each other and led them to frame identity in more exclusive and oppositional terms (ethnic, racial, and religious). This course will consider how communities and identities were imagined, formed and contested in the early modern period. Concerns about purity, contagion, protection, and purgation came to shape intellectual frameworks, social expectations, and political actions, often driven by the intellectual movements that we associate with the Renaissance and Reformation. Religion was likely the greatest force for both inclusion and exclusion, incorporation and purgation, and the period saw religious refugees emerge as a mass phenomenon. We will look at how Europeans defined, accommodated, repelled, or integrated Others – whether Turks, Jews, radicals, the poor, heretics – and at how boundaries of various kinds were created and crossed.
This course is designed to introduce students to fundamental questions in the history of early modern France, as well as help prepare students for examination fields in early modern European history. Students will examine a series of key themes and important primary and secondary texts as an avenue into critical reflection on the political, religious and social history of France in the sixteenth and seventeenth centuries. Of particular interest will be the institutions of the Renaissance monarchy, the causes and consequences of the Wars of Religion, historiographical debates surrounding the development of the absolutist state, the social history of war, and the intersection of social change, political history and religious life. All assigned course reading will be in English. Students will write one short book review and a longer essay analyzing a substantial primary text (or series of documents).
This graduate course explores themes and episodes in French history since the Paris Commune. Students will be introduced to the historiography of the Commune, the Dreyfus Affair, French colonialism, immigration, the two world wars, the Vichy regime, decolonization, and May 1968. Memory, identity, citizenship, immigration and empire are some of the recurring themes in this course. Readings will include a range of cultural, political, gender, and social approaches. In some cases we will read classics, and in others we will consider very recent studies.
The seminar, designed to inform students about developments in this new emerging scholarly field, will include topics such as the evolution of the doctor-patient relationship, the impact of medical care upon health, the evolution of such medical specialties as internal medicine, neurology and psychiatry, the relationship between culture and the presentation of illness, and the history of medical therapeutics.
This course introduces students to some of the main issues in the history of psychiatry and some of the major developments in this unique medical specialty. Classroom discussion will cover such topics as changes in the nature of psychotic illness, the psychoneuroses, disorders of the mind/body relationship, psychiatric diagnosis and the “presentation” of illness.
In this graduate seminar we explore some of the major military conflicts that have shaped Europe and its place in the world over the past century and a half. The goal is to deepen our understanding of the nature of modern warfare and to explore the tools and methodologies that historians and others have used to analyze wars and their repercussions. What is the relationship between war and politics, war and diplomacy, society, culture, religion, gender, and sexuality? What are the differences between world wars, civil wars, genocidal wars, extremely violent societies, cold wars, and the many other varieties of conflict between and among states and people, and how useful are such distinctions in understanding the past?
This course is designed to further the preparation of students for examination fields in twentieth-century German and European history. We will read major (new) works on the century’s central period and events — the two world wars, the Holocaust, the rise of fascism, the Cold War and the reconstruction of Europe, colonialism and decolonisation — as well as exploring the larger processes of transformation that span the century as a whole. These include the development of the modern social welfare state and the growth of a mass consumer society, the legacies of war and violence, ethnic nationalism and its discontents, and the strength and weaknesses of democratic political culture (with an emphasis on histories of gender and sexuality). Particular attention will be paid to Germany within Europe. We will also examine works which attempt to connect the two halves of the century – the histories of war and violence with those emphasizing democracy and reconstruction. These works seek to establish an overarching paradigm for the twentieth century, whether it be territoriality and the rise and fall of the nation state or the creation and destruction of political community.
World War II was much more destructive and traumatic in East Central Europe than in Western Europe. The difference was caused by many reasons, among which the Nazi and Soviet plans and policies were the most important. Yet, there were also numerous East Central European phenomena that contributed to the cruelty of World War II in the East. This seminar will explore the external and internal factors that defined the war in the discussed region. Students will analyze the military, political, economic, and cultural activities of Germany, the Soviet Union, and their allies and enemies. Following sessions will concentrate on the fall of the Versailles systems, diplomatic and military activities throughout the war, on occupational policies of the invaders, economic exploration of the invaded, on collaboration, accommodation, resistance, genocide, the “liberation” and sovietization of East Central Europe after 1944. All the secondary and primary sources used in class are English.
This research seminar will examine a number of texts and films produced during and after the socialist era. Writings from the former period include memoirs, diaries, fiction, and film produced during the 1960s and 1970s in the Soviet Union and other countries of the “socialist camp,” including Yuri Trifonov’s novel, House on the Embankment (1976); Natalya Baranskaya’s novella “A Week Like Any Other” (1979) and the films The Joke, by Jaromil Jires (1969) and Man of Marble by Andrzej Wajda (1976). Works produced after 1991 include Andrzej Stasiuk’s novel On the Road to Babadag (2004), and the films Goodbye Lenin! byWolfgang Becker (2003) and 24 City by Jia Zhangke (2008). Additional readings are critical works dealing with the concept of “real (existing) socialism," its legacy and issues of nostalgia.
The purpose of the course is to historicize the concept of totalitarian culture by examining the relation between propaganda, entertainment, and mass culture, in the context of how both Germany and Soviet Russia related to Hollywood. Primary materials to be considered are German and Soviet films of the 1930s and 1940s.
This seminar will explore the impact of crusades, religious conversion and colonization on medieval Baltic history. The focus of the course will be on close reading and analysis of the Chronicle of Henry of Livonia in English translation. Our readings and discussions will include topics such as crusades and violent conversion, medieval colonialism, Europeanization as well as German expansion eastwards, the role of the Teutonic Knights and the strategies of survival of the native Baltic people after conquest and Christianization.
The first all-Russian (which was really the first all-imperial) census of 1897 categorized the population of the Russian Empire by gender, by social status, by profession, by religion, and in a way, by nationality. In this course, we will examine the ways that those categories developed over the preceding centuries. We will examine how social estates developed, and how alternate forms of social stratification did or did not develop to challenge those estates. We will look at the role religion played in categorizing Russian society, and the ways that the Russian state viewed religion synonymously with nationalism. And we will investigate the ways that ethnic and national differences became more recognized as important sources of social division, too, related to, and yet separate from these other forms.
The history of the Polish Jews and of Polish-Jewish relations are among the most interesting and controversial subjects in the history of Poland. The Jewish experience in Poland can contribute to an understanding of the Holocaust and of the non-Jewish minorities in Central and Eastern Europe. The course will explore the history of Polish Jews from the Partitions of Poland to the present time, concentrating on the late 19th and first half of the 20th centuries: the situation of Polish Jews in Galicia, the Congress Kingdom of Poland, and Prussian-occupied Poland before 1914; during World War I; in the first years of reborn Poland; in the 1930s; during WW II; and in post-war Poland. The course will examine the state policies of Austria, Prussia, Russia, and Poland towards Jews; the rise of Jewish political movements; the life of Jewish shtetls in Christian neighbourhoods; changes in the economic position and cultural development of Jewish communities in Poland, and the impact of communism on Jewish life. Materials for the course are in English. Sessions will focus on an analysis of primary sources, translated from Polish, German, Russian, Yiddish, and Hebrew, as well as on secondary sources, representing diverse interpretations and points of views.
A historiographical survey of the political, cultural and social history of the Soviet Union during Stalin’s years in power. Major emphasis of the course is on historiography, interpretation, and an introduction to sources. Key topics covered include collectivization, the Great Terror, the gulag, WWII, the Holocaust and postwar Stalinism. This course serves as basic preparation for a minor field in Twentieth-Century Russian history.
Course Description: The field of food studies has emerged in the past few decades as a rich source of interdisciplinary research that also speaks to a broad audience beyond the academy. This class will introduce students to a wide range of approaches to the field from history and allied disciplines. Readings will cover all chronological periods from prehistory to the present and geographical areas from around the world. Because many scholars also teach classes on food, even if they research in other fields, we will also discuss teaching methods. Writing assignments will include weekly reviews and a historiographical term paper. Students should consider this class an opportunity to practice the art of writing clear, compelling prose, even if they adopt different styles in other venues. A part of each seminar will be devoted to “workshopping” student essays and practicing editing skills.
British social and cultural history meets the history of ideas. Covers topics from astrology and alchemy to medicine and physics. Deals with how society more broadly perceived natural philosophy rather than the history of science per se. Students from interdisciplinary backgrounds welcome.
Consideration of some of the major themes in Victorian social and cultural history, with emphasis on the most recent secondary literature. Among the topics considered are popular culture, gender and social class.
An examination of Irish Canadian nationalism in the context of transatlantic migration patterns, revolutionary and reformist movements in Ireland, annexationism and Irish radicalism in the United States, and ethno-religious tensions in Canada.
This course is a one-semester seminar designed to introduce students to major themes and problems in the political history of the modern United States. We will examine a range of topics under the heading of politics broadly defined, including the ways ordinary Americans of various backgrounds practiced politics; reform movements such as Populism and Progressivism; American nationalism; the emergence of the federal administrative state; the rise and fall of the New Deal political order; and the resurgence of conservatism since the 1960s. The seminar seeks to provide an introduction to American political historiography that would prove useful to, among others, students preparing for comprehensive examinations.
This seminar will provide an in-depth exploration of U.S. foreign policy during the so-called “Cold War Era.” Cold War historiography has exploded in recent decades: In addition to diplomacy and strategy, a history of US policy in this era requires attention to the intellectual, psychological, legal, racial, and gendered foundations of policy. Weekly discussions will consider how scholars have brought new methods to the study of the Cold War, and how consideration of the Cold War has helped propel the field of history in new directions.
Gendered analyses conducted within varied theoretical and methodological contexts have arguably transformed the historical study on immigration, and feminist and gender approaches have gained a critical standing in analyses of international migration. More recently, critical gender interventions are being made within the field of mobility studies, with its focus on regional, continental, oceanic, and global migrations. This seminar explores the relation of gender and migration within national and comparative contexts, including for North America, and through a focus on mobility on a larger scale. It considers the major international migrations that have shaped the modern world as well as the making of refugee, labour, marriage, and family migrants. The features of migration as a gendered phenomenon—historically, migrations have been sometimes male-predominant, sometimes female-predominant, and sometimes gender balanced—will be highlighted. The course will consider the methodological problems posed by gender analysis of migration as well as methodological approaches that have proved important to the field, such as oral history (for the modern era). Other topics considered include pluralisms in different national contexts, and Indigenous/immigrant encounters.
The purpose of this seminar is to introduce graduate students to the major problems, paradigms, and literature on global modernity as seen through the lens of Japan. The course will begin with reflections on area studies as it has addressed questions of modernity and modernization in Japan, while also attending to recent criticisms of this body of knowledge. Although specific topics will vary from year to year, they may include considerations of nationalism, democracy, labor, social management, science, education, biopolitics, empire, temporality, gender and sexuality, culture and ideology, warfare, social conflict, and shifting understandings of human difference. Readings selected for their theoretical or comparative utility will complement those on Japan. In the 2017-18 year the course will especially highlight the period that stretches from the 1930s to 1945.
This is a graduate reading seminar that will introduce students to the major issues and debates in the Anglophone historiography of late imperial and modern China. It aims to provide students with a broad perspective on the field, prepare them for comprehensive examinations, help them develop their teaching portfolios, give them a chance to practice giving and receiving peer critique, and improve their public presentation skills.
Expect to cover topics including state-society relations; commercial and industrial economies; ideological orthodoxies and not-so-orthodoxies; gender, sexuality, and families; frontiers and ethnicities; technological, intellectual, and cultural patterns; and the perhaps the biggest set of questions of all: what has changed (and what has not) in the transition to "modern" China? Has that transition occurred yet? And why do so many, scholars or not, find the question so gripping? Though the focus is solidly on China c. 1600 to c. 1970, students will have many opportunities to incorporate their own interests and knowledge from other geographic areas, time periods, or disciplinary fields.
Students will produce two short book reviews, a mock undergraduate syllabus (and offer peer review on their classmates’ syllabi), and an annotated bibliography, as well as leading discussion at one point in the course.
Over the last few years, the task of rethinking the British Empire has involved reconnecting issues of race, class, gender, nation, and empire. This new imperial history is greatly strengthened by recent historical works which explore a range of issues including mixed-race liaisons, lascar seamen, the English language, conversion, and chain migration. This history connects the local and the global. This course offers a thematic approach focused on modern South Asia, the Indian Ocean, the Pacific Rim, and the British Empire. Through exemplary studies, it challenges conventional, uni-directional dichotomies of empire-periphery & homeland-diaspora. It discusses how multi- directional modes of imperial circulation and diasporic flows transform both our understanding of the British Empire, and of imperial and trans-national history writing.
This course studies the transition from empire to nation in East Asia from the 19th to the 20th centuries in the greater global context. In addition to examining the historiography associated with this transition, which include the collapse of the Chinese Qing empire, the arrival of Western imperial powers, the rise of the Japanese empire, the emergence of nationalisms in China, Japan, Korea, and Taiwan, this reading seminar also draws on a broad range of theoretical literature associated with the questions of culture and civilization, historical narrative, sovereignty, governmentality, capitalist modernity, and globalization to analyze the ideologies and practices of empire and nation. As such, it seeks to use East Asian history as a case study to re-examine the complicated theoretical terrains of empire and nation.
This course considers the question of the relationship between women and the making of different cultural and political communities in China. We start with interpretations of women and the cultural past by self-consciously modernist reformers in the early 20th century and end with another period of deep re-evaluation of the relationship between women, culture and political community in the 1980s and 1990s. We will look at how pre-modern dynastic loyalism, confrontations with western imperialism and internal social strife, twentieth-century nationalism, modern revolution, and the post-socialist market age have converged with other forces re-shaping gendered spheres to create spaces for the construction of gendered identities. We will consider the ways in which political and cultural modes of identification interact, interrogate, and are interrogated by, shifting modes of gender identification. How have women as cultural and political actors staked out positions in these spheres as women or questioned prevalent gender ideologies?
This course will introduce students to the principal sources of empirical evidence and methodological approaches in African history. We will explore the connections between particular historical contexts and the constitution of particular sources and how this informs different trends in historical production. Each week will focus on a different type of source and the debates around their collection and use, including traditions of oral history, colonial and missionary archives and new, less conventional, sources. We will also explore the political implications of historical work and the struggles over knowledge, power and the production of history. This course will highlight the importance of context and contingency in the creation of historical sources, in their use by guild historians and in the politics of power embedded in any given history.
A popular saying in various parts of Latin America is that “Mexicans descended from Aztecs, Peruvians descended from Incas, and Argentines descended from boats,” which posits that some countries construct their identities in relationship to pre-Colombian indigenous histories, and others to processes of immigration. Who gets excluded from the national body in these framings? And how have those marginalized groups sought to create more inclusive conceptions of citizenship and belonging? To answer these questions - which trace their roots to Latin America’s colonial period, took on contentious implications during the independence era, and remain at the heart of contemporary discourse throughout the region – this course will guide students through an examination of historical documents, scholarly analyses, and various forms of cultural production.
This course will explore relationships between Indigenous peoples, empire, and capitalism since the late fifteenth century. It will focus on questions of the embeddedness of economies in a wide variety of both Indigenous and imperial societies and cultures while paying particular attention to critiques of both empire and economic systems, whether feudalism, gift or other indigenous economies, or capitalism. The course will also explore the imperialism of the discipline of economics, its scientific discourse of universal laws, and the ways in which these have driven the expansion of the market system, influenced recipes for “improving” Indigenous society, and continue to profoundly shape historical analysis.
An introduction to historical studies of law and space, this course will cover themes such as legal histories of colonization and the corporation, emergency, legal geographies of national spaces, frontiers and urbanism, the constitution of public and private property, and bodily space. In addition, the class will consider methodological reflections on jurisdictions, temporality, scale and place-making for historians. Readings will be cross regional and comparative but focus on colonization in Asia, Africa and North America. Open to students of anthropology, geography, and law.
‘Historical anthropology’ as a distinct, appealing and influential mode of enquiry seeking to combine historical and anthropological approaches to analyse social and cultural processes through time, emerged from important dialogues and engagements between historians and anthropologists over the past three decades. Through a critical examination of the propositions of ‘historical anthropology’, the course will probe how its practitioners have grappled with the constitutive, if problematic relationships between ‘culture’, power and history and ethnography and the ‘archive’. Equally, it will assess the extent to which historical anthropology has elaborated new research methodologies, shaped historiography and facilitated conversations and encounters between disciplines. In this regard, course readings will draw attention to recent strategies proffered by scholars grappling with the possibilities and dilemmas of historical anthropology in spaces deeply marked by colonialism, nationalism and globalisation like South Asia. Course materials will draw upon, but will not be limited to readings from South Asia
This seminar explores the fate of colonial empires during the pivotal period of the Second World War, globally defined (1937-1945). It spans much of the planet, from Canada to India, Manchuria and Indochina, as well as encompassing both Anglophone and Francophone Africa, and the colonial metropoles of Britain, France, Italy, the Netherlands and Japan. Thematically, it considers the conflict from multiple perspectives, including the power inversions inherent in colonies liberating or coming in aid to their motherlands. The readings encompass cultural, political, military, gender and memorial themes. The seminar will focus for instance on Italian colonial cinema, on forms of Japanese power in Manchuria, on the war effort undertaken by African civilian populations, on the battle for natural resources, and on the tensions generated by the World War in Canada. The course will feature several non-mandatory films: showings will be arranged at Robarts Library.
L. VAN ISSCHOT
This course will look at the history of human rights globally in the twentieth century. Students will focus on a range of rights debates across Africa, Asia, Europe and the Americas. The goal of this course is to engage with key moments in human rights history, with a focus on the emergence of major human rights movements and institutions, and their interactions with liberalism, colonialism, capitalism, and social justice. The readings for this course will be mainly within the field of history, but will also include law, anthropology and political science. This course invites students to read human rights history from the perspectives of activists as well as lawmakers. As such we will read a variety of secondary and primary sources.
D. GABACCIA / N. ROTHMAN
This course will introduce graduate students in history to the conceptual, epistemological challenges of the rise of digital communication, research tools, and archives; to the emerging historiography written by historians using digital tools and archives or developing historical interpretation sin digital formats; and to the range of digital tools that allow them to contribute to this emerging historiography.