Fall 2022 Graduate Course Schedule

Students from departments outside of History must receive approval from the instructor prior to enrolling in a History course. Please upload an email with the instructor's endorsement to the Fall 2022 permission code form, along with your request for a permission code. If you want to enroll in an independent study, please complete the Fall 2022 independent study form. For additional information about a specific course, please contact the professor directly.

Excel sheet of the Fall 2022 course schedule.

*Please view Albert for the most accurate information. Schedule is subject to change Albert.

Below are the literature of the field courses that will be taught during the Fall 2022 semester.

Robyn d'Avignon
W 4:55-7:35PM
KJCC 607
CLQ

The principal goal of the course is to provide students with a working knowledge of the historiography of the field of environmental history. The course is organized around some of the major themes in the literature. Since complete coverage would be impossible, the course strives to provide a mix of classic texts and more recent scholarship in an effort to familiarize students with the methods, objectives, and research techniques employed by environmental historians. For those preparing an exam in the field (or if you just want to do more reading in a particular area) the Forest History Society maintains a comprehensive, searchable environmental history bibliography on its website (foresthistory.org). 

Steven Hahn
T 2:00-4:45pm
KJCC 717
CLQ

Course Description TBA.

Below are the approaches courses that will be taught during the Fall 2022 semester.

David Ludden
R 4:55-7:35PM
KJCC 701
CLQ

This course introduces students to the diversity of historical research and writing, to the NYU Department of History, and to trends in the worldwide historical profession. We organize readings and discussions around academic, cultural, and political problems that stimulate historical theory, debate, research, and teaching: among these problems are race, gender, nationalism, imperialism, inequity, technology, environment, and globalization. Students are encouraged to bring problems that preoccupy them into the syllabus. Our goal is to expand historiographical literacy, to read and discuss unfamiliar work, and to reflect on a range of questions and approaches that may inform student research and writing.

Susanah Romney & Tatiana Linkhoeva
T 4:55-7:35PM
KJCC 701
SEM

This course serves as an orientation to the discipline of history for doctoral students. It introduces students to key disciplinary and professional aspects of history, as well as to the fields and faculty of NYU’s history department. Rather than emphasizing select debates within the profession, the course presents students with readings that represent selected faculty members’ choice of some of the most notable and interesting recent first books in their own fields. As such, the course aims to investigate the process by which historians combine historiography and primary research to write dissertations and, then, first monographs. The course also explores a range of topics (under the label “professionalization”) involved in doctoral and post-doctoral career making.

Below are the workshop courses that will be taught during the Fall 2022 semester.

Nicole Eustace
T 12:30-1:45PM
KJCC 607
SEM

This half-credit course, offered each semester, provides an informal graduate-student forum for M.A. and Ph.D. students with research interests in Atlantic history from departments across NYU and around NYC.  Student members present work-in-progress in a supportive community atmosphere and may take the class for credit or audit it informally.  Students are generally expected to attend the public workshops on alternate weeks with the graduate forum.  We have recently been able to accommodate both actual and virtual attendance.

Below are the graduate courses that will be taught during the Fall 2022 semester.

Ayse Baltacıoğlu-Brammer
W 4:55-7:35pm
KJCC 717
SEM

This colloquium aims to engage graduate students with the literature produced on the broadly construed topic of state and society in Safavid and Qajar era Iran. The overarching purpose of the course is to study the history of early modern Iran through closely engaging with the corpus produced by some of the leading and/or rising scholars of the field. Weekly discussions will have the author of the assigned article/monograph join us either physically in the class or via Zoom. Students, at the end of the course, will walk away with not only a new set of methodological tools and perspectives, but also a broadened sense of early modernity and its manifestation(s) in the scholarly literature.

Brigitte Bedos-Rezak
R 9:30-12:15pm
KJCC 717
CLQ

The theme of the seminar, materiality, is concerned with the tangible stuff of medieval lives, with those materials -animal parts, vegetable fibers, metal, stones, clay, wood, that were used and processed into finished objects -comestibles, clothing, homes and monuments, artifacts and ornaments, images and the media of written and visual communication. As they emerged from raw materials, things affected social relations and cultural perception, enabling action and provoking reaction. We will consider, for example, the effects of pageantry, with its elaborate display of culinary, heraldic, and sartorial splendor, in asserting and maintaining chivalric claims to dominance. We will examine recent archeological findings to understand the ways accessories to clothing enabled peasants to resist and re-fashion the identities imposed upon them by medieval elites.

Thomas Truxes
W 3:30-6:00pm
Ireland House 102
SEM

History of Modern Ireland I (1485–1800) analyses events and conditions in Ireland leading to the Act of Union: Tudor conquest and colonization; the Gaelic pushback; Ireland under the Stuarts; the Williamite War and formation of the Protestant Ascendancy; emergence of Irish nationalism; Ireland and the Enlightenment; 18th-century political, economic, and societal transformations; Ireland in the Age of Revolutions; the Rising of 1798; and the Act of Union.

Michael Gomez & Monique Bedasse
W 4:55-7:35pm
BOBS LL148
SEM

This is a discussion of the exemplary secondary literature as it pertains to those activities, movements, and theorizations involving either the imagination or mobilization, or both, of transnational projects that, over time, have sought to ameliorate/transform the collective conditions of African-descended communities.  

Thomas Sugrue
M 4:55-7:35pm
SILV 504
CLQ

This course explores how notions of race have shaped U.S. cities over the last 150 years. We will explore such topics as immigration, the rise of residential and educational segregation, discrimination and deindustrialization, urban poverty, urban uprisings, suburbanization, and the experiences of Latinx, African American, Asian American, and indigenous populations in cities. We look at a wide variety of urban and suburban spaces where race is constructed in the built environment, including Chinatowns, "ghettos," suburbs, school districts, public housing and private developments, "red-light" districts, and "skid rows." We will pay special attention to how public policies shaped cities and suburbs and how activists and social movements challenged and reinvented urban life.  

Jennifer Homans
W 2:00-4:45pm
20 Cooper Sq 222
CLQ

A life is a history.  It has a chronological order -- birth to death -- and it is marked by events and a social and historical context. But the inner life has a different and stranger history, difficult to access and convey. Sources can be slippery, even in a memoir: memory does not always serve, and people lie -- especially about themselves. In the case of an artist, the question is even more complicated since the relationship between life and art, or inner and outer worlds, is rarely direct or causal.  A convincing life may not be a true life.  The medium we use to tell a life imposes additional constraints, not to mention the entanglement of the biographer’s own life with her subject.  

This course examines the question of how to tell a life through close readings of biography and memoir, film, art exhibitions, and curated events in music and dance (museum panels, for example, and the ‘retrospective’ choice and placement of art works, is a form of biography too).  Students will read, but also begin to write a life. Not their own, but someone else’s. 

Stephen Gross
M 9:30-12:15pm
KJCC 701
SEM

The history of capitalism is a vibrant field after experiencing a revival of sorts in the past fifteen years. How economies function; how they create wealth and inequality; how they reshape power relations within societies and around the globe; how they are related to cultural and institutional developments: these are all pressing topics that historians have explored with great attention. But with the emergence of the “Anthropocene” as an historical category new questions are sparking a revision to our understanding of capitalism: how and why do economies use the type of energy they do; what are the implications of energy use for growth, geopolitics, or the environment; why do energy transitions happen; and how, precisely, should we connect a history of climate change to a history of capitalism? This course explores such questions by focusing on the intersection of capitalism, energy, and climate in Europe from the Industrial Revolution to the early 2000s. It will examine both internal European affairs as well as how European capitalism shaped and was in turn shaped by global developments. Key moments covered include industrialization, the transportation and technological revolutions of the nineteenth century, the World Wars, the Great Depression, the Great Acceleration after 1945, the malaise of the 1970s, and neoliberalism and the emergence of climate as a political issue in the 1980s and 1990s.
  

Sandrine Kott
W 2:00-4:45pm
15 Washington Square Mews B03
CLQ

During the nineteenth century, at the height of the construction of European nation-states, competing internationalisms became powerful ideologies in Europe. After World War I, Europeans were at the forefront of the creation of various international organizations and associations. They aimed to organize the world, to extend or protect their dominant position - especially for colonial powers - but also to challenge or overthrow this order as in the case of international communist associations. These internationalist ideologies and the associations and organizations that carry them multiplied after the Second World War and during the Cold War. Nevertheless, European states and citizens played a less and less important role in them. This withdrawal reflects the decline of the position of Europeans in a so-called global world, but it is also the result of the rise of globalism as a new ideology from the 1970s.
  

Stefanos Geroulanos
R 2:00-4:45pm
60th Fifth Avenue 823
SEM

This graduate seminar—on psychoanalysis from Freud's early work to ethnopsychiatry, institutional psychotherapy, and antipsychiatry—focuses on the history, theory, and politics of psychoanalysis as it transformed because of elaborate pressures, internal and external, over the course of the century. Students enrolling should anticipate two meetings per week: one, together with the undergraduate seminar, and a second, briefer one, which will involve a deeper dive into psychoanalytic theory, a closer engagement with the British and French psychoanalysts of the post-1945 period, as well as a more thorough reading of the historiography.

The course will have an additional component to the main meeting with undergraduate students. For more information on the structure of the course, and before signing up, please contact Prof. Geroulanos directly.

Rebecca Karl
R 2:00-4:45pm
KJCC 717
SEM

There has been an explosion of works in what could be called a “translation theory of modernity” mode. Not limited to any one field or any one area of study, this trend extends across the non-Euro-American academic landscape, and has re-infiltrated the Euro- American field through post-colonial studies. This course is intended to read in theories and monographs that posit some internal relation between translation and modernity in historical analysis, or that insist that modernity is essentially a translated endeavor. This is not a course on or in translation as such, nor does it pretend to comprehensiveness. Rather, the course is a theoretical, historical, and historiographical exploration into the parameters of the theme of translation and modernity, which I deem to be of some importance and prominence.

Below are the Archives and Public History courses that will be taught during the Fall 2022 semester.

Nicole Milano
M 4:55-7:35pm
KJCC 717
CLQ

Introduction to Archives provides an introductory overview of the archival profession. Students develop an understanding of the historical development of the field of archives and engage with current issues, trends, and theories that are shaping the profession. Students also consider the role of the archivist and the use of archives and historical collections by a range of users and become familiar with the theoretical considerations that underlie the core functions of archival administration. The course explores the legal and ethical responsibilities of archivists, as well as the codes of conduct that have been developed and debated within the profession. Students gain an understanding of how new technologies and digital records are shaping the way that archivists do their work and the skills they must develop to perform core archival functions with digital records.

Ellen Noonan
W 4:55-7:35pm
KJCC 701
CLQ

In this capstone seminar course, students are expected to undertake an original research project that relates to either the archives or public history field.  The final product may take several forms:  1) a 30-50 page, article-length, research paper that might be submitted for publication in an academic journal;  2)  a public history or archives project, which has been worked out with a cooperating institution, that might result in such products as a consulting report, finding aid with recommendations for handling or treating particular types of material, or collections survey; 3) an online project that contextualizes a body of historical source material and brings it to broader public attention.  

Weatherly Stephan
T 4:55-7:35pm
KJCC 607
SEM

Advanced Archival Description explores the purposes of archival description and the place of description in the continuum of archival practice, especially its relationship to arrangement, discovery, and reference. The course exposes students to the application of archival description and introduces the tools used to create description: content and encoding standards, controlled vocabularies, and content management systems. The course also emphasizes the importance of understanding users and applying this knowledge to influence descriptive practice, local practice and implementation, and online discovery environments.

Leah Potter
R 4:55-7:35pm
KJCC 607
SEM

A hands-on introduction to “doing history” in the digital age, Creating Digital History focuses on the evolving methodologies and tools used by public historians to collect, preserve, and present digital sources. Students will become familiar with a range of web-based tools and learn best practices for digitizing, adding metadata, tagging, and clearing permissions. By evaluating existing digital history projects and discussing perspectives from leading practitioners, students will also consider the role of the general public as both audiences for, and co-creators of, digital history. The core requirement is a collaborative digital history project that will be developed throughout the semester on a selected historical theme.

Ellen Noonan
Independent Study
N/A
SEM

In this capstone seminar course, students are expected to undertake an original research project that relates to either the archives or public history field.  The final product may take several forms:  1) a 30-50 page, article-length, research paper that might be submitted for publication in an academic journal;  2)  a public history or archives project, which has been worked out with a cooperating institution, that might result in such products as a consulting report, finding aid with recommendations for handling or treating particular types of material, or collections survey; 3) an online project that contextualizes a body of historical source material and brings it to broader public attention.

Ellen Noonan
Independent Study
N/A
CLQ

This course consists of directed individual or small-group readings concerning a selected topic involving public history or archival theory and practice, developed in conjunction with the course instructor. In order to take this course, please contact the instructor for approval.

Independent Readings in Public History and Archives is available as an option any semester.

Margaret Schreiner
R 4:55-7:35
KJCC 717
SEM

All communities create historical records, and recent decades have brought a growing critical awareness of how existing social hierarchies influence the creation and maintenance of historical archives. Community archive projects locate the power to preserve and shape history, heritage, and memory in communities themselves. Through readings, discussion, and analysis, this course will introduce students to a range of issues relating to grassroots community archives, archives of community organizations, and what happens when larger institutions partner with communities and community organizations to create and maintain archives. Students will also work with a local non-profit organization to undertake an archivally-based public project.

Independent Studies are offered for the Fall 2022 term. You must complete an independent study form to be enrolled in the course. Please note that all independent studies have the DGS as the instructor listed in Albert although the instructor whom you complete the course with will provide the final grade. 

David Ludden
IND

Zvi Ben-Dor Benite
IND

Zvi Ben-Dor Benite
IND

Zvi Ben-Dor Benite
IND