Some notes and observations regarding NYU’s proposed Social Media Policy

1) This was apparently written in the Public Affairs Office. The “Responsible Officer” listed is the Vice President for Public Affairs. There was no consultation with faculty that I can tell. There were no meetings about this policy, there were no surveys of faculty to see how they use social media tools in research and teaching, and yet the Faculty Senate is expected to give its approval without question. Such a policy should NOT be implemented without substantial faculty input and support.

2) The Public Affairs Office should not be issuing policies that have anything to do with faculty’s use of Social Media except in the context of institutional accounts. This policy does have a section dedicated to Institutional Media Accounts (Section III), and that is the ONLY place where the Public Affairs Office should be involved in drafting such a policy.

3) The perfunctory statement on Freedom of Expression and the Academic Community (Section 1a) is inadequate and contradicted in other sections of the policy.

4) In Section II the policy conflates electronic communications such as email with the use of publicly available Social Media tools (Twitter, Facebook, Google+, for example) which should be considered separately.

5) Section IIb purports to prevent “misuses” of electronic communications. While references to preventing threatening behavior seem reasonable on the surface, this section of the policy could in fact be used to bring sanctions against faculty, staff, and students for such innocuous behavior as posting a picture of someone wearing a Game of Thrones tshirt. (If you think I’m kidding about this, see recent happenings in New Jersey: http://www.insidehighered.com/news/2014/04/16/bergen-community-college-faculty-and-president-conflict-over-many-issues#sthash.PS3sZyg5.dpbs ) There is NOTHING in this policy that would prevent administative retaliation against a member of the faculty using perceived “threats” as an excuse.

6) Section IIb also prevents “engaging in conduct that disrupts NYU operations or creates a foreseeable risk of doing so.” ANY criticism of the university, its policies, and/or its administration could come under this rubric. My tweeting about this policy could be seen as sufficiently disruptive and could become an excuse to attempt to shut down my social media accounts.

7) Section IIb also prohibits “Engaging in prohibited electioneering” but this goes completely undefined.

8) Section IIc prevents members of the NYU community from altering or creating their own versions of NYU marks. This section needs to be amended to protect satirical speech.

9) Section IVg is entirely inadequate in protecting faculty who use social media as part of their teaching. It was obviously not written with input from anyone in the classroom.

10) This policy should absolutely NOT be passed in its current form. A committee of faculty should be convened to design an APPROPRIATE social media policy that protects freedom of expression and academic freedom as well as establishing reasonable guidelines for social media use. This policy does not do that.

New syllabus!

This will be the first time I’ve taught an Atlantic world graduate course. This was a ton of fun to put together and is chock full of brand new stuff I haven’t even read yet. I’m looking forward to the course!

Thursday January 30 The Big Picture

John Thornton, Cultural History of the Atlantic World, 1250-1820 (2012)
David Armitage, “Three Concepts of Atlantic History,” in Armitage and Braddick, eds., The British Atlantic World, 1500-1800 (2002)

Thursday February 6 Whose Atlantic is it, anyway?

Jorge Canizares-Esguerra, Puritan Conquistadores: Iberianizing the Atlantic, 1550-1700 (2006)
Eliga H. Gould, “Entangled Histories, Entangled Worlds: The English-Speaking Atlantic as a Spanish Periphery,” American Historical Review 112, no. 3 (June 2007): 764-786. (JSTOR)

Thursday February 13: Big Pictures, Little Pictures

Read ONE of the following:

Kirsten Block, Ordinary Lives in the Early Caribbean: Religion, Colonial Competition, and the Politics of Profit (2012)
Jenny Shaw, Everyday Life in the Early English Caribbean: Irish, Africans, and the Construction of Difference (2013)

AND:

Lara Putnam, “To Study the Fragments/Whole: Microhistory and the Atlantic World,” Journal of Social History vol. 39, no. 3 (Spring 2006), 615-630. (Project Muse)

Thursday February 20 Big Little Islands (or from Curacao to Manhattan and back again)

Linda Rupert, Creolization and Contraband: Curacao in the Early Modern Atlantic World (2012)
Wim Klooster, “Other Netherlands Beyond the Sea: Dutch America between Metropolitan Control and Divergence, 1600-1795,” in Daniels and Kennedy, eds., Negotiated Empires: Centers and Peripheries in the Americas, 1500-1820 (2002), 171-192.

Thursday February 27 About that Peripheral Anglophone Atlantic…

Read ONE of the following:

Owen Stanwood, The Empire Reformed: English America in the Age of the Glorious Revolution (2010)
Michael A. LaCombe, Political Gastronomy: Food and Authority in the English Atlantic World (2012)

AND:

Trevor Burnard, “Empire Matters? The Historiography of Imperialism in Early America, 1492-1830” History of European Ideas vol. 33, no. 1 (2007), 87-107. (available from a number of dbs; but please don’t use it on Elsevier)

Thursday March 6 What if there were a Moravian Atlantic…

Aaron Spencer Fogleman, Two Troubled Souls: An Eighteenth-Century Couple’s Spiritual Journey in the Atlantic World (2013)
Greer and Mills, “A Catholic Atlantic” in Canizares-Esguerra and Seeman, eds., The Atlantic in Global History, 1500-2000 (2007)

Thursday March 13 …or a French Atlantic!

Sophie White, Wild Frenchmen and Frenchified Indians: Material Culture and Race in Colonial Louisiana (2012)
Laurier Turgeon, “Codfish, Consumption, and Colonization: The Creation of the French Atlantic World During the Sixteenth Century,” in Caroline William, ed., Bridging the Early Modern Atlantic World: People, Products, and Practices on the Move (2009), 33-56.

Thursday March 20

No class, spring break!

Thursday March 27 The Enslaved Atlantic, Part I

Read ONE of the following:

Mariana Candido, An African Slaving Port and the Atlantic World: Benguela and its Hinterlands (2013)
James Sweet, Domingo Alvares, African Healing, and the Intellectual History of the Atlantic World (2011)

AND:

Sidbury and Canizares-Esguerra, “Mapping Ethnogenesis in the Early Modern Atlantic” William and Mary Quarterly vol. 68, no.2 (April 2011), 181-208, and sample the associated articles in the Forum.

Thursday April 3 The Enslaved Atlantic, Part II

Michael Guasco, Slaves and Englishmen: Human Bondage in the Early Modern Atlantic World (2014)
Kevin Dawson, “Enslaved Swimmers and Divers in the Atlantic World” The Journal of American History vol. 92, no. 4 (March 2006), 1327-1355.

Thursday April 10 Science and Ecology in the Atlantic World (or the Enslaved Atlantic, Part III)

Read ONE of the following:

John McNeill, Mosquito Empires: Ecology and War in the Greater Caribbean, 1620-1914 (2010)
Andrew Curran, The Anatomy of Blackness: Science and Slavery in an Age of Enlightenment (2013)

AND:

James Delbourgo, “The Newtonian Slave Body: Racial Enlightenment in the Atlantic World” Atlantic Studies vol. 9, no. 2 (April 2012), 185-207.

Thursday April 17 The Atlantic’s Interiors

Read ONE of the following:

Hal Langfur, The Forbidden Lands: Colonial Identity, Frontier VIolence, and the Persistence of Brazil’s Eastern Indians, 1750-1830 (2006)
Paul W. Mapp, The Elusive West and the Contest for Empire, 1713-1763 (2011)

AND:

Sample the essays in Alison Games, et. al., “Forum: Beyond the Atlantic” William and Mary Quarterly vol. 63, no. 4 (October 2006), 675-742.

Thursday April 24 An Indigenous Atlantic? Part I (Or, the Enslaved Atlantic, Part IV)

Brett Rushforth, Bonds of Alliance: Indigenous and Atlantic Slaveries in New France (2012)
David Andrew Nichols, “Indian Slavery and the Fictions of Empire” Reviews in American History, vol. 41, no. 4 (December 2013), 600-606.

Thursday May 1 An Indigenous Atlantic? Part II

Jace Weaver, The Red Atlantic: American Indigenes and the Making of the Modern World (2014)
Paul Cohen, “Was There an Amerindian Atlantic? Reflections on the Limits of a Historiographical Concept” History of European Ideas, 34, no 4 (December 2008)

Thursday May 8 The Atlantic and the Pacific: “invasion is a structure, not an event.”

Lisa Ford, Settler Sovereignty: Jurisdiction and Indigenous People in America and Australia, 1788-1836 (2010)
Patrick Wolfe, “Structure and Event: Settler Colonialism, Time, and the Question of Genocide,” in A. Dirk Moses, ed., Empire, Colony, and Genocide: Conquest, Occupation, and Subaltern Resistance in World History (2008), 102-132.

An Instance of Lithobolia

I’m teaching small parts of Cotton Mather’s Magnalia Christi Americana (1702) this week, and while I was thumbing through the MCA’s 700+ pages, I came across this account of lithobolia (for the uninitiated, that’s spectral object-throwing, usually but not limited to stones). Mather enjoyed collecting incidences of the “wonders of the invisible world.”

In the year 1683, the Houfe of Nicholas Desborough at Hartford, was very strangely molested by Stones, by pieces of Earth, by Cobs of Indian Corn, and other such things, from an Invisible Hand, thrown at him, fometimes thro’ the Door, fometimes thro’ the Window, fometimes down the Chomney, and fometimes from the Floor of the Roo (tho’ very clofe) over his Head, and fometimes he met with them in the Shop, the Yard, the Barn, and in the Field.

There was no Violence in the Motion of the Things thus thrown by the Invisible Hand; and tho’ others befides the Man, happen’d fometimes to be hit, they were never hurt with them; only the Man himfelf once had Pain give to his Arm, and once Blood fetch’d from his Leg, by thefe Annoyances; and a Fire in an unknown way kindled, confum’d no little part of his Eftate.

This trouble began upon a Controverfie between Desborough and another Perfon about a Chest of Cloaths which the Man apprehended to be unrighteoufly detain’d by Desborough; and it endur’d for divers months: but upon the reftoring of the Cloaths thus detain’d, the Trouble ceafed.

Manifest Destiny, Little House style

I am a fond rereader. I keep most of the books I’ve ever read so I might revisit them when time allows. A few days ago I suggested to my friend Salman that if he wants to know about white Americans, he should read Laura Ingalls Wilder’s Little House books. I took my own suggestion instead. I’m into the second book in the series, Little House on the Prairie, which take place in the early 1870s. The Ingalls family has left the Big Woods of Wisconsin and headed into Indian Territory on the rumor that it will shortly be opened to settlement. Indians living there, Osage by the description, were not pleased to find a white family squatting on their land. After one particularly harrowing (well, for Ma, anyway) encounter with Indians, Pa played the fiddle and the family sang this song:

“Wild roved an Indian maid,
Bright Alfarata,
Where flow the waters
Of the blue Juniata.
Strong and true my arrows are
In my painted quiver,
Swift goes my light canoe
Adown the rapid river.

Bold is my warrior good,
The love of Alfarata,
Proud wave his sunny plumes
Along the Juniata.
Soft and low he speaks to me,
And then his war-cry sounding
Rings his voice in thunder loud
From height to height resounding.

So sang the Indian maid,
Bright Alfarata,
Where sweep the waters
Of the blue Juniata.
Fleeting years have borne away
The voice of Alfarata,
Still flow the waters
If the blue Juniata.” Continue reading

Why can’t I just call it The Amazing Mr Book?

My dear readers, many thanks for your votes and your input on the title issue. Now that you’ve all voted, I can say what’s what.

1. From Potential Christians to Hereditary Heathens: Religion and Race in Virginia, 1550-1750.

This was the title of the dissertation. I love it because it perfectly encapsulates what the book is about, and also because my old, dear friend Louis Hyman thought up the beautifully alliterative phrase “Hereditary Heathens.” This has been the working title of the manuscript but it has the drawback of being kinda wordy. Well, not kinda. It is wordy.

2. Religion and Race in Early Virginia: From Potential Christians to Hereditary Heathens

This is one title the publisher has suggested. It’s basically the first title reversed. I’m not fond. While it will be good for keyword searching, it just does not flow. It doesn’t look like you guys liked this one either.

3. The Baptism of Virginia

This one was suggested by the marketing folks. I have a number of problems with it. First, it doesn’t actually say what the book is about. While I do have one chapter about baptism, the book itself is NOT about baptism. Specialists in my field might actually think that the book is about John Leland, or Methodists, or Baptists, or that it might be antebellum. Moreover, in a keyword search, someone searching for something about religion and race wouldn’t actually get this book. NOT FOND. But, I was surprised to note that in the poll and on twitter, you folks really liked it. So, food for thought.

4. Creating a Christian Race in Virginia, 1550-1750

My friend the magnificient sepoy came up with this one. He asked, what needs to be in the title? I said, three things need to be in the title: religion/Christianity/Christians, race, and Virginia. This title says it all, nice and simple, no subtitle, and gives a date range. Boom. I love it. Works for me.

It doesn’t work for the publishing house.

So, my father (deerislebound in the comments) suggested: The Baptism of Virginia: Creating a Christian Race, 1550-1750. I rather like this solution. It preserves the elements the marketing professionals seem to find most useful about the title, but it allows me to sneak in a subtitle that for me clarifies what the book is actually about.

Some other suggestions emanating from the folks with the power: Creating a Christian Master Race, and, Creating Christian Masters. Neither of those works for me because I don’t feel the book is a) about Nazis, or b) really about the planter class either, at least no exclusively, in the way that say, Roll, Jordan, Roll was about the master class. So.

Tomorrow phone call with my editor and hopefully we can work this out. #crossesfingers

Titling the Amazing Mr Book

I have, of course, been living with the Amazing Mr Book for longer than I have had this blog. I began the seminar that became the dissertation that became the book in the Fall of 2001. So now that I am in the last stages, I want to be sure to get the title right. So, dear readers, do give me your opinion.

Favorite teachable sources?

Ed’s last questions ask me to name two favorite primary sources and one favorite secondary source.
I’m going to cheat a little on this one! I like to teach with two kinds of primary sources: court records and political cartoons. Court records are marvelous because they give us a window into everyday lives and their little conflicts. They also allow the voices of the underclass—servants, slaves, and poor planters, to emerge, in the way that reading the letters, diaries, and other papers of the planter class do not. Consider this one from 29 January 1657/58, Northampton County, Virginia:

“Whereas I Jane Delimus having wrongfully scandalized and abused Mrs Ann Stringer ye wife of Capt John Stringer in saying and reporting that shee marked a sow of myne which I acknowledge to be false and untrue therefore I humbly desire her ye said mrs Ann Stringer to forgive and remitt my offence which I am heartely sory for.” [Volume 8, fol. 1]

There’s so much here to talk about: gender, status, the importance of livestock, even imagining the background that might help us make sense of what appears to be a petty dispute. I could drive an entire class period around this document.
Here’s one of my favorite American Revolution cartoons, by Paul Revere. If you thought the Quebec Bill didn’t matter, think again!
In terms of secondary sources, I think my absolute all-time favorite read is John Demos’s The Unredeemed Captive (1994). This is the story of a young English girl, taken and held for ransom by French-allied Mohawks. When her family finally got the money to redeem her, there was a problem: Eunice Williams did not want to come home. Ah, the problems of colonialism…