Bijeenkomst Projectgroep Egodocumenten

1 maart 2019, 14:00 uur (inloop vanaf 13:30)
Amsterdam, Universiteitsbibliotheek (Potgieterzaal), Singel 425

Programma

  • Lezing door Alle de Jonge over het Nederlands Adelsboek en het Nederlands Patriciaat  als verscholen bron voor biografisch onderzoek.
  • Lezing door Peter Buijs over geluk en identiteit in egodocumenten tussen ca. 1500 en 1850.
    (In vervolg op zijn boek De eeuw van het geluk. Nederlandse opvattingen over geluk ten tijde van de Verlichting, 1658-1835 (Hilversum: Verloren, 2007)
  • Lezing door Wim Denslagen over zelfreflectie en opvatting over het schrijverschap bij beroemde geschiedschrijvers en bij beroemde auteurs van autobiografieën.
    (In vervolg op zijn boek Historisch introspecties. Geschiedschrijvers over geschiedschrijver (Den Haag: Uitgeverij U2pi, 2018).
  • Rondvraag
  • Borrel

Informatie en (niet verplicht) aanmelden:

Rudolf Dekker
Email: rdekker123@gmail.com
Website: www.egodocument.net

PhD Defense Wouter Klein (Utrecht University)

New Drugs for the Dutch Republic: The Commodification of Fever Remedies in the Netherlands (c. 1650-1800)

12 December 2018
12.45 – 13.45
University Hall, Domplein 29, Utrecht

Between 1650 and 1800, advertising for remedies became a standard strategy for all kinds of actors on the medical marketplace of the Netherlands. In digitized newspapers from this period, thousands of medical advertisements can be found. This period can be regarded as the first golden age of medical advertising, predating the era of mass media in the nineteenth and twentieth centuries. Eighteenth-century newspaper readers had their own ‘pharmaceutical literacy’ to understand and assess the contents of medical advertisements. This literacy was related to their world, in which most medical practice was still plant-based medicine. Many medicinal products became commodities before they were clearly understood in terms of ingredients, provenance or efficacy. Those who had a predominantly commercial interest in medicine (like producers, advertisers, brokers, merchants, and so on), were concerned about enlarging and consolidating their market, more than about quality assurance, proper usage of medical terminology, or the safety of the patient.

Although the success of advertising is difficult to measure, it can be observed that the practice of advertising transformed from an occasional experiment into a structural, appealing strategy to promote remedies. Every local producer of remedies could advertise, to increase the visibility of his practice to a regional, national, even international level. Circumstances beyond the personae of advertisers could influence the availability of new remedies as well, like local epidemics, or international economic and political turmoil. Comparing the trajectories of various remedies over time reveals the dynamic, varying degree of success of new remedies. This is demonstrated in the dissertation of Huizinga member Wouter Klein by the interconnected histories of fever and fever remedies, especially Peruvian bark (the exotic plant product that yields the antimalarial substance quinine). A diachronic analysis of fever and fever remedies demonstrates the usefulness the shifting commercial and cultural importance of new medicinal products, and the bottom-up expansion of a globalizing medical market, in the early modern period.

PhD supervisors: Prof. A.H.L.M. Pieters, Prof. H.G.M. Jorink

Click here for more information.

Inaugural lecture Monika Baár (Leiden University) – ‘Disabling the Iron Curtain’

Disabling the Iron Curtain
An Alternative Perspective on (Central) Europe

14 December 2018
16:00 – 17:00
Academiegebouw Leiden (Rapenburg 73)

The Iron Curtain has become one of the most powerful and persistent metaphors in European historiography. But is it also an accurate notion? Huizinga member Monika Baár will argue in her inaugural lecture that time has come to go beyond Cold War binaries and biases. By taking as its vantage point the history of an understudies group – persons with disabilities – it will propose an alternative way for studying postwar European history. Revisiting the Iron Curtain through this new lens, the lecture will reveal that often what connected people across both sides of the Iron Curtain was way more significant than what divided them.

Registration via this link.

Bijeenkomst projectgroep Egodocumenten met Dirk Schoon en Annette Faber

Vrijdag 9 november 2018
14:00 – 17:00 (inloop vanaf 13:30)
Amsterdam, Roeterseiland (gebouw J/K, zaal 3.50)

Lezingen

Dirk Schoon
Hollanders in de Eeuwige Stad, 1300-1703
Het verblijf van apostolisch vicaris Petrus Codde en het proces dat daar tegen hem werd gevoerd volgens de dagboeken van hemzelf en zijn reisgenoten.

Annette Faber
Elise van Calcar en haar (autobiografische) geschriften (als bronnen in het kader van haar biografie).

Inlichtingen

Rudolf Dekker
Van Breestraat 116
1071 ZV Amsterdam
Tel.020-6719651

 

Masterclass – New Trends in the History of Reading

Date: 13 December 2018
Venue: Museum Plantin Moretus (Antwerp), Vrijdagmarkt 22, 2000
Open to: PhD students, (R)MA students
Credits: 1 ECTS
Coordination: Prof. Sabrina Corbellini (RUG) & Prof. Wim François (KUL)
Registration (before 1 December 2018): email to ozsmed@rug.nl

The masterclass New Trends in the History of Reading aims at presenting and discussing with ReMa and PhD students the newest development in the study and reconstruction of reading activities in premodern Europe. After a presentation of new theoretical and methodological approaches, the lecturers will engage the participants into a discussion about the approaches selected within the framework of FWO-NWO research project “In Readers’ Hands. Early Modern Dutch Bibles from a Users’ Perspective” (2017-2021), making use of late medieval and early modern printed books from the Plantin Moretus collection.

Further Information:  s.corbellini@rug.nl

 

Masterclass – Professor Yasmin Haskell

Masterclass honouring the 39th Erasmus Birthday Lecture

Yasmin Haskell: Passions for and of Learning in the Early Modern Period

Date: 9 November 2018
Time: 12:00 – 14:15 (welcome from 11:30)
Venue: Trippenhuis, Kloveniersburgwal 29, Amsterdam
ECTS: 1 (participating in masterclass & public lecture + small assignment)
Open to: PhD candidates & RMa students
Further information
Registration

How were the emotions (/passions) harnessed in education and science in the early modern period and which emotions or temperaments were especially associated with scholars and scientists?

How did the emotional experience of the schoolchild/ scholar/scientist differ from that of earlier times, and how were the emotions perceived in different places and contexts to affect, hinder, or further learning or intellectual work?

Participants in this masterclass are invited to explore the emotions in the early modern classroom, academy, and Republic of Letters. From the genial melancholy of Marsilio Ficino to the melancholy hypochondria of the late Renaissance, from the vices of the learned lamented in the German-speaking lands to the occupational hazards of learning deplored by physician Samuel Tissot in his inaugural professorial address at the University of Lausanne, on the ‘Health of Scholars’. Topics might include curiosity, bibliomania, zeal for travel, ambition, pride, anger, excessive admiration for authorities… and sloth!

Register

Fifteen promising young students at graduate level (MA students and PhD candidates) will be selected to participate in this Masterclass. If you are interested, please apply before 20 October via this online form of the KNAW. We will inform you whether your application has been successful before 1 November 2018. The public lecture by Yasmin Haskell will take place later in the afternoon.

Yasmin Haskell

Yasmin Haskell, FAHA, is Chair of Latin and Director of the Institute of Greece, Rome and the Classical Tradition at the University of Bristol, UK. From 2003-2016 she was Cassamarca Foundation Chair in Latin Humanism at the University of Western Australia, Perth. She is a Partner Investigator (formerly Foundation Chief Investigator) in the Australian Research Council Centre of Excellence for the History of Emotions: 1100-1800.

Haskell has published monographs, articles, and edited volumes on neo-Latin poetry, the reception of classical authors, the Latin culture of the early modern Society of Jesus, Latin in the Enlightenment, and the history of psychiatry and emotions, including Loyola’s Bees: Ideology and Industry in Jesuit Latin Didactic Poetry (Oxford: British Academy and Oxford University Press, 2003), Prescribing Ovid: The Latin Works and Networks of the Enlightened Dr Heerkens (London: Bloomsbury, 2013), Diseases of the Imagination and Imaginary Disease in the Early Modern Period (Turnhout: Brepols, 2011), (with Juanita Ruys), Latinity and Alterity in the Early Modern Period (Tempe, AZ and Turnhout: Arizona Center for Medieval and Renaissance Studies and Brepols, 2010), and (with Raphaële Garrod), Changing Hearts: Performing Jesuit Emotions Between Europe, Asia and the Americas (forthcoming Leiden: Brill, 2018).

Preliminary bibliography

  • S. Kivistö, The Vices of Learning: Morality and Knowledge at Early Modern Universities, Leiden 2014.
  • P. Hummel, Moeurs érudites: Etude sur la micrologie litteraire (Allemagne, XVIe-XVIIIe siecles), Geneva 2002.
  • Y. Haskell, ‘Physician heal thyself!’ Emotions and the Health of the Learned in Samuel Auguste André Tissot (1728-1797) and Gerard Nicolaas Heerkens (1726-1801)’, in Henry Martyn Lloyd (ed.), The Discourse of Sensibility: The Knowing Body in the Enlightenment (Springer, 2013), pp. 105-24.

Assignment for 1 ECTS

Will be announced soon.

Public lecture – Professor Toyin Falola (University of Texas)

The Academy and the Idea of Decolonisation

Date: 10 December 2018
Time: 14:00-17:00, followed by drinks
Venue: Amsterdam, University Library (Doelenzaal), Singel 425
Open to: general public
Registration
The Doelenzaal has a limited number of seats, so we kindly ask you to register if you wish to attend the lecture.

It has been argued that the academic system of knowledge production—as we have known it since the Age of Imperialism/the Enlightenment—is fundamentally Western, wherein the west assumes the status of the “universal”. Although many former colonies around the world (Asia, Africa and Latin America) received political freedom in the second half of the twentieth century, the dominant mode of knowledge production and critical thinking within the academy was, and  still is, largely determined by a western white male perception. Although universities worldwide are able to flourish to some extent, it remains difficult to truly escape from a normative western hegemony on the system of knowledge production and academic research.

The dominance of these thought-patterns originating in the west was never completely unchallenged and gained momentum from the second half of the twentieth century onwards through anticolonial and postcolonial critique, feminist discourse and the emergence of global intellectual history. The new tide of such critical thinking questioned Eurocentric approaches in history, philosophy and anthropology, among others, and argued in favour of a decolonisation of (academic) knowledge production. As a result the humanities have been enriched by crucial debates regarding the place of ‘Europe’ within Academic research as a whole.

This lecture will reflect on the state of the (historical) academy regarding the ‘Idea of Decolonisation’ and raise the question what it means to attempt a ‘Decolonisation of Knowledge’. Is there one Decolonisation or multiple Decolonisations? Is Decolonisation within the academy a monolithic concept or are there multiple layers within this broader academic issue? Most importantly, has knowledge been decolonised at all or is a culture of recolonisation replacing older thought patterns? Through the lecture and the input by local respondents we hope to be able to create an atmosphere in which there will be space for both conceptual in-depth questions and more practical concerns regarding the ‘Idea of Decolonisation’.

With remarks by Karwan Fatah-Black (Leiden University) and Marieke Bloembergen (KITLV).

Toyin Falola

Prof. Falola (1953) is a Nigerian historian of Africa who currently holds the Jacob and Frances Sanger Mossiker Chair Professor in the Humanities and a Distinguished Teaching Professor at the University of Texas at Austin. Falola, who took his PhD-degree at the university of Ile-Ife in Nigeria, is a prolific scholar on African history from the 19th century onwards. He has written both local histories, focusing on Yoruba history in Nigeria, and more globally oriented accounts on the histories of Africa as a whole. Moreover, he has taught and written extensively on African intellectual history and the emergence of the field of African and Black studies, focusing on its pedagogies, methodologies and epistemologies.

Workshop – Cultural Associations in the Long 19th Century: Agents of Transnational (Ex)change

Date: 21 November 2018
Time: 10:00-17:00
Venue: University of Amsterdam, University Library (C0.01 – Potgieterzaal), Singel 425
Open to: scholars, PhD students, (R)MA students
Credits: none
Coordination: Dr Krisztina Lajosi (University of Amsterdam)
Maximum participants in this event: 25
Registration (before 15 November 2018)

The workshop will address the political relevance and social importance of cultural and historical societies. Most of these societies were formed in the course of the 19th century and became hubs for intellectual and political networks. Their aim was to promote knowledge, research, and education in a certain field, foster open debate, and in some cases to bolster the importance of a particular nation or region. By combining a cultural and a political agenda, these societies were important agents for social and political movements. Their activities consisted of organizing regular meetings, publishing and disseminating books and periodicals, and giving advice to local or national governments. Such associations helped to shape public opinion and strengthen the sense of collective identity, and had a major impact on the development of linguistic and artistic standards and the preservation of cultural heritage.

Some societies had a strong local influence on shaping the urban public sphere, like the many societies founded in Berlin; others, like the Historical and Literary Society founded by Polish émigrés in Paris in the 1830s, or the Spanish Tertulias in Argentina, became transnational platforms and outposts of political aspirations. Some, like the Maatschappij tot Nut van ‘t Algemeen (Society for Public Welfare) in the Netherlands, became driving forces of civil engagement and democratic reform through knowledge dissemination, while others, like the Slavic Maticas, served as bedrocks of nation-building movements. In this workshop particular attention will be paid to issues such as the dynamics among regional, national and transnational identities, the relevance of societies for the formation of collective identities, and the problem of archiving the collections of such societies in a digital age.

Speakers

  • Prof. Jan Hein Furnée (Radboud University Nijmegen)
  • Dr Maartje Janse (Leiden University) (to be confirmed)
  • Dr Andreas Stynen (KU Leuven)
  • Dr Krisztina Lajosi (Universiteit van Amsterdam)

This workshop is designed as a “prelude” to the International KVNM Symposium to be held in the Paushuize in Utrecht from 22-24 November 2018 on the topic of Musicological Societies as Intermediaries between Society, Musical Life and Academia. For more information see: http://jubileum.kvnm.nl/en/symposia/kvnm-symposium/ .

The aim of the workshop is to situate musical societies in a broader cultural and historical context, and to foster interdisciplinary awareness among PhD and Research Master students interested in sociability and cultural heritage.

Program

  • 9:45 – Welcome & registration
  • 10:00 – Prof. Jan Hein Furneé: Leisure, Societies, and the Emergence of a Public Urban Culture
  • 11:00 – Dr Maartje Janse: Transnational Abolitionist Associations
  • 12:00 – Lunch break
  • 13:00 – Dr Andreas Stynen: Archiving Collective Memory
  • 14:00 – Dr Krisztina Lajosi: Transnational Societies and the Study of “Gypsies”
  • 15:00 – Coffee break
  • 15:20 – Roundtable discussions
  • 16:20 – Final remarks & conclusions
  • 16:30 – Drinks

Recommended readings

  • Stefan Ludwig Hoffmann, Civil society, Basingstoke: Palgrave, 2006.
  • Civil society, associations, and urban places: class, nation, and culture in nineteenth-century Europe, eds. Graeme Morton, Boudien de Vries and R.J. Morris, Aldershot: Ashgate, 2006.

Workshop – Professor Clive Webb (University of Sussex)

Voices Unheard. Intersections of Race in Transnational and Postcolonial Research

Date: 8 November 2018
Time: 9:00-18:00
Venue: Vrije Universiteit Amsterdam, Medical Faculty Building, MF-A311
Open to: scholars, PhD students, (R)MA students
Credits: 1 ECTS (available upon request)
Coordination: Dr Dienke Hondius (VU Amsterdam), Lonneke Geerlings (VU Amsterdam)
Maximum participants in this event: 15 (Huizinga members will have first access)
Registration (before 10 October 2018)

This workshop focuses on hidden and forgotten stories at historical crossroads, with a special focus on the African diaspora and discourses on race. Intersections of historical narratives have become increasingly important for historians. We saw this – just to name a few – in research on W.E.B. Du Bois who examined the impact of the Holocaust in Warsaw (Michael Rothberg 2001); on African students in Soviet Russia (Maxim Matusevich 2012); or in the popular novel and movie on the role of Black women in the American space race (Margot Lee Shetterly 2016). The combining of historical narratives often reveal the impact of discourses of race, both on a global scale as well on an individual level.

During this 1-day workshop, researchers are encouraged to look for marginalized or unheard voices in their own materials and to examine their own blind spots. Professor Clive Webb (University of Sussex) will comment on presentations and will also give a guest lecture on how the Holocaust helped shape the American Civil Rights Movement. This workshop may be of interest to PhD students and (research) MA students working on (early) modern history, (post)colonial history, memory studies, comparative and transnational history, and researchers working on gender, race and class.

The masterclass is followed by a VU Graduate School guest lecture of Clive Webb on ‘The Holocaust and The African-American Freedom Struggle’ and is co-organized by the VU Graduate School of Humanities and VU’s CLUE+ Research Institute for Culture, History and Heritage.

Speaker

Clive Webb is Professor of Modern American History at the University of Sussex in Brighton (United Kingdom). He is specialized in the history of race and ethnicity in Britain and the United States. His first book, Fight Against Fear, focused on the reaction of the small Jewish minority in the American South to the black civil rights struggle. A second book, Rabble Rousers, looked at white extremists who used violence to resist civil rights reform. Most recently, he co-wrote with William Carrigan of Rowan University in New Jersey Forgotten Dead, a book that assesses mob violence against Mexicans in the United States. His current research focuses on the historical relationship between Britain and the United States including such issues as race, politics and culture. For more details see http://www.sussex.ac.uk/profiles/109349.

Program

  • 9:00
    Welcome
  • 9:15
    Screening documentary (TBA)
  • 11:00
    Creative writing exercises
  • 12:00
    Lunch break (at own expense / bring-your-own)
  • 13:00
    Presentations by contributors, followed by discussion and feedback from Clive Webb
  • 14:30
    Short break
  • 14:45
    Presentations + discussion (part 2)
  • 16:15
    Coffee & tea break
  • 16:30
    VU Graduate School Guest lecture with Clive Webb: ‘The Holocaust and The African-American Freedom Struggle’
  • 17:30
    Drinks

Preparation

All participants are asked to write an essay (max. 2 pages) on their own research, connecting their research with the proposed readings. In addition, they should also prepare a short presentation. Non-participants should read the supporting texts in advance and prepare comments or questions arising from the readings. Participants who want to receive 1 ECTS are expected to complete the following assignments. Please send the essay and PowerPoint presentation to the organizers one week before the workshop.

1: Writing exercise (all participants)

Please bring pen and paper (preferably) – or a laptop. Through creative writing exercises all participants and attendants will practice their writing skills. This is a perfect exercise if you need to overcome your writer’s block.

2: Essay (only for participants wanting to receive credits)

Describe in an essay of approximately two pages how you use, or could use, intersections in history to reveal hidden, forgotten or marginalized histories. What voices remain unheard in the historical sources that you use for your project? Would a comparative, transnational or postcolonial approach be a valuable addition to your research?

3: PowerPoint presentation (only for participants wanting to receive credits)

Prepare a PowerPoint presentation (4 to 5 minutes) about your essay. This will be followed by 5 minutes for comments and discussion. These presentations are a showcase of your research: there is ample time to discuss your research further during the breaks and drinks afterwards.

Readings

Please read the following articles/chapters (these will be shared with you after signing up):

  • Clive Webb, Fight Against Fear. Southern Jews and Black Civil Rights. University of Georgia Press, 2001. Chapter 4, pages 69-87.
  • Michael Rothberg, Multidirectional Memory: Remembering the Holocaust in the Age of Decolonization. Stanford University Press, 2009. Introduction, pages 1-29.

Credits and certificate

Interested students and researchers can participate in two ways: as an active auditor or as a contributor. Contributors are expected to submit a short paper (max 2 pages, may be sent to Huizinga-fgw@uva.nl one week before the workshop) and give a presentation, which are both required for earning 1 ECTS. These papers, together with the proposed literature from the speakers, will be distributed to all participants in advance, and will be a starting point for the discussion.

Certificates of participation and credits are available upon request after the event. Event coordinators will decide whether the participant has fulfilled all requirements for the ECTS. Please direct your request to Huizinga-fgw@uva.nl and include the postal address you want the certificate to be sent to. Note: the certificate itself is not valid as ECTS; you need to validate it yourself at your local Graduate School.

Masterclass – Professor Toyin Falola (University of Texas)

The Academy and the Idea of Decolonisation

Date: 10 December 2018
Time: 10:00-12:30 (masterclass) & 14:00-17:00 (keynote lecture and discussion)
Venue: Amsterdam, Bushuis (VOC-zaal) & University Library (Doelenzaal)
Open to: scholars, PhD students, (R)MA students
Credits: 1 ECTS (for PhD and RMa students only)
Coordination: Larissa Schulte Nordholt (Leiden University) and Marleen Reichgelt (Radboud University Nijmegen)
Maximum participants in this event: 20
Registration (before 1 November 2018)

It has been argued that the academic system of knowledge production—as we have known it since the Age of Imperialism/the Enlightenment—is fundamentally Western, wherein the west assumes the status of the “universal”. Although many former colonies around the world (Asia, Africa and Latin America) received political freedom in the second half of the twentieth century, the dominant mode of knowledge production and critical thinking within the academy was, and  still is, largely determined by a western white male perception. Although universities worldwide are able to flourish to some extent, it remains difficult to truly escape from a normative western hegemony on the system of knowledge production and academic research.

The dominance of these thought-patterns originating in the west was never completely unchallenged and gained momentum from the second half of the twentieth century onwards through anticolonial and postcolonial critique, feminist discourse and the emergence of global intellectual history. The new tide of such critical thinking questioned Eurocentric approaches in history, philosophy and anthropology, among others, and argued in favour of a decolonisation of (academic) knowledge production. As a result the humanities have been enriched by crucial debates regarding the place of ‘Europe’ within Academic research as a whole.

To apply the insights from these debates to one’s research, however, can be a challenging feat – both on a theoretical and a practical level. This masterclass aims to revisit the state of the art on theories of decolonisation of academic research. Junior researchers will be given the chance to engage with questions concerning mental decolonization as they pertain to their own research projects. The goal is to inform students and researchers of cultural history about ongoing debates on Decolonisation and knowledge production from a global intellectual perspective.

Toyin Falola

Prof. Falola (1953) is a Nigerian historian of Africa who currently holds the Jacob and Frances Sanger Mossiker Chair Professor in the Humanities and a Distinguished Teaching Professor at the University of Texas at Austin. Falola, who took his PhD-degree at the university of Ile-Ife in Nigeria, is a prolific scholar on African history from the 19th century onwards. He has written both local histories, focusing on Yoruba history in Nigeria, and more globally oriented accounts on the histories of Africa as a whole. Moreover, he has taught and written extensively on African intellectual history and the emergence of the field of African and Black studies, focusing on its pedagogies, methodologies and epistemologies.

Literature and preparation

A list of required readings and information about the assignment will be sent to the admitted participants in the course of November.

Cursus Cultuurhistorisch Onderzoek (CCO) | Research into Cultural History Course 2019

Dates: 28 and 29 January, 20 February, 6 and 20 March, 3 and 17 April, 29 May from 10:00h to 16:30h
Venues: 28 and 29 January: Utrecht | other dates: Amsterdam
Open to: PhD Candidates who are affiliated with the Huizinga Institute
ECTS: 6
Coordinators: TBA
NB: First-year PhD candidates who are affiliated with the Huizinga Institute will be enrolled in this course automatically.

More information will follow soon

Course Oral History and Life Stories

Dates: 10, 17, 24, 31 January & 7 February 2019
Time: 13:30 – 17:00
Venue: University of Amsterdam, Oudemanhuispoort E 1.07 (10, 17, 24, 31 January) / PC Hoofthuis 6.25 (7 February)
Candidates: PhD candidates and advanced RMa students
Credits: 3 ECTS
Fee: (non-members): € 250
Max. number of participants: 15
Coordinator & lecturer: Professor Selma Leydesdorff and selected guest speakers
Registration
Register and send in your motivation letter before: 20 November 2018

The course

Historians and others who interview about the past often talk about memory and how they are informed by memory, while they know memory is a difficult and problematic source for historical knowledge. During this course we shall concentrate on the use of memory in historical research and look at the kind of knowledge we get when we interview. We will investigate various efforts to create a more systematic and theoretically grounded approach than ‘just talking about days long gone’ or ‘having a chat about the past’. How can we create a research pattern that overcomes the incidental and replace it by an integration of the changing character of spoken narratives about the past? When can we trust a story, why? And if we can not, why can it still be important to listen. And how do we listen?

We shall also compare spoken memories with other ego-documents, bearing in mind the many other existing and valid ways of interviewing about personal experience and analyse when and how we produce alternative and unfamiliar viewpoints. Because historical interviews ask a lot of research time, participants in this course will involve in questions like: Do I really need interviews, what do I want to know, are there other ways to get this kind of knowledge?

General starting-point for discussion is the study of life stories in oral history as a tradition in the humanities and in the social sciences. During the course additional attention will be given to alternative modes of in-depth interviews. Issues to be investigated in particular concern the questions of intersubjectivity; (self) reflection; identification with the Other and her/his past; and the interviewer’s role in the process of meaning/knowledge production. What are our responsibilities towards people we interview, do we have particular responsibilities in our research communities? What does it mean to be close to an interviewee, what happens if there is distance or when we don’t like what we hear? Do we have to agree with our interviewees?

Part of the teaching will be done by looking at oral histories made by oral historians who published their interviews on websites.

Testing and evaluative criteria

Presence during class is obligatory including collaboration on preparing the discussions. Rema students are requested to write a 4 page paper on one subject in the literature or about the integration of the course in their own work. PhD students who need credit points are requested to present a 7 page paper on how they will use the literature.

Preparation, literature and assignments

The literature is composed of various articles, informing on how to organize a larger interview project, or discussing how to analyse interviews. The various stages of larger projects will be followed. The list of literature is updated annually. Guest lecturers are invited to explain how they overcome difficulties during their research, while the course also discusses more theoretical approaches. Since the use of websites for the dissemination of narrated accounts and the making of interviews with the help of a camera has become more and more important we’ll follow up some ethical and practical issues.

As usual advanced researchers who want to refresh their knowledge with recent literature and who want to bring their problems and subjects to the discussion will be welcome. They are asked to accept a status in which they are equal with other participants.

Data

Every meeting the literature will be discussed. The last hour 15.15 till 16.30-45 guestspeakers will tell about their own work and use the literature of that particular session.

10/1: Prof. Selma Leydesdorff
Introduction, the many ways to interview, the ways memories are stored in our brain and change, Visual and audio interviews. How to make a video with a historic interview.

17/1: Prof. Selma Leydesdorff and Prof. Nanci Adler
Interviewing traumatized people, what is trauma, distortions after long imprisonment, concentration camps and the Gulag.

24/1: Prof. Selma Leydesdorff and Dr Sanneke Stigter
Working with modern art collections in a museum. What is auto-ethnopgraphy? When the object moves, how important is the interview.

31/1: Prof. Selma Leydesdorff and Dr Marie Louise Janssen
Interviewing in ‘other worlds’, Interviewing about secret knowledge. Interviewing in another culture, Chinese women in massage parlours.

7/2: Prof. Selma Leydesdorff and Prof. Fridus Steijlen
Large collections , how to set up a large project, what are the consequences of digitalization, the Indonesian decolonisation and oral history. How to orden a large collection of different parties and make the interviews available. Fridus Steijlen will speak about his participation in the project ‘Decolonization and Violence and War in Indonesia’where he interviews.

14/2: Extra session if, due to ice or illness, one session is cancelled.

RMa Course – Heritage & Memory Theory Seminar

Dates and time: 3, 10, 17 & 24 May (15-18h), 29 May (11-18h) 2019
Venue: University of Amsterdam, Bushuis, Kloveniersburgwal 48, Room D2.04
Open to: RMa Students, who are a member of a Dutch Graduate Research School (onderzoekschool). RMa Students who are members of the Huizinga Institute will have first access. PhD Candidates are allowed to register, however RMa Students will have first access.
Fee (nonmembers): € 250
Credits: 5 ECTS
Coordination: Dr Ihab Saloul (University of Amsterdam)
Registration: Maximum participants in this event: 20

Description, Themes & Objectives

The analytical study of heritage and memory studies poses particular problems of method for all, from beginners to very experienced scholars. Due to its fundamental interdisciplinary, transnational and comparative nature, this seminar devises a specific format that explicitly addresses the methodological ins and outs of heritage and memory studies. We will critically examine the dynamics of the past from the perspective of tangible and intangible remnants, spaces and traces as well as the politics of forgetting and heritage appropriations, significations, musealizations and mediatization in the present. How key sites of heritage and memory in Europe and beyond are presented, interpreted, and renegotiated? And how do memory discourses operate as vehicles of local, national, continental and global identity building? Key topics will address the multidirectionality of heritage and memory as well as the theoretical implications identity and trauma, mourning and reconciliation, nationalism and ethnicity, diaspora and intergenerational memories, landscapes and mass violence, heritage preservation and commemorations, experience and authenticity, (dark) tourism, diaspora and postcolonial memory, and performative reenactments and the art of absence and forgetting. The objectives are to:

  • Introduce researchers to central concepts in the field of heritage and memory studies
  • Provide training with samples from advanced theoretical texts (reading, understanding, discussing and integrating literature in the researchers’ own projects)
Organization & Programme

The intellectual engagement with heritage and memory concepts and the ideas they develop is both necessary and often, quite problematic. In this 5-day seminar the collective effort to deal with this issue is as important as the acquisition of knowledge. The conceptual premise underlying this analytical approach is that interdisciplinary lacks the traditional paradigms that used to provide obvious methodological tools. Concepts offer a substitute; a methodology that is flexible, yet responsible and accountable. The aim is to open up an academic space where a common ground can be found without sacrificing specific and precious disciplinary knowledge.

The program will be announced in advance but the general format is a 3-hour seminar session with an introductory lecture, presentations and a class discussion. In preparation students will be given some theoretical texts to read; a full list of literature will be provided in advance. All participants are expected to:

  • Attend all sessions and read the texts seriously
  • During each session teams of two or three participants will present an object/case study of their own choice on which they bring to bear the texts and concepts
  • Write a 2000-word report with a special focus on a theme of choice.
Credits & Certificate

Certificates of participation and credits are available upon request after the event. Event coordinators will decide whether the participant has fulfilled all requirements for the ECTS. Please direct your request to huizinga-fgw@uva.nl and include the postal address you want the certificate send to. Note: the certificate itself is not valid as ECTS, you need to validate it yourself at your local Graduate School.

CCO II – Anxiety with Sources

Anxiety with Sources

Date: Spring 2019
Time: TBA
Location: Amsterdam, TBA
ParticipantsPhD students (2nd year and on) who are affiliated with the Huizinga Instituut
Registration

Lecturer: Prof. Joep Leerssen
Theme: The tension between the usage of sources (secundary literature) on the one hand, and a researcher’s will to present a completely original research – which is even one of the official academic prerequisites of a doctoral thesis – on the other hand.

Participants are requested to prepare a presentation from 5 up to 10 minutes on their own experiences with this ambivalence.

Further information to be announced.

Atelier Wetenschappelijk Recenseren – Prof. Ieme van der Poel (UvA)

Datum: 14 maart 2019
Tijd: 10:00-16:00
Locatie: Universiteitsbibliotheek Amsterdam (Vondelzaal), Singel 425
Bestemd voor: Promovendi en Research Master studenten
Credits: 1 ECTS
Coördinatie: Prof. Ieme van der Poel in samenwerking met het Huizinga Instituut
Aanmelden: voor 15 februari 2019
Maximaal aantal deelnemers: 10
NB: Deze cursus wordt in het Nederlands gegeven

Helaas is het maximaal aantal deelnemers voor dit Atelier bereikt. Op onze reservelijst is nog altijd wel plaats. Stuur een mail naar huizinga-fgw@uva.nl om op deze lijst geplaatst te worden.

Het schrijven van recensies van wetenschappelijk werk is een vaardigheid waarvan promovendi en universitaire onderzoekers-in-spe op enig moment van hun loopbaan zeker profijt zullen hebben. Daarbij valt te denken aan het beoordelen van de waarde van een studie voor vakgenoten, maar ook, wanneer het een krant of weekblad betreft, aan het schrijven van een kritiek voor een algemeen, geïnteresseerd publiek. Een recensie kan een boek maken of breken, en alleen al daarom is het van belang dat een recensent zich bezint op de eisen en voorwaarden van de kritiek.

Voor het schrijven van recensies van wetenschappelijk werk bestaan geen vaste richtlijnen. Anders dan bij het schrijven van literaire kritieken gaat het bij het recenseren van vakliteratuur niet om esthetische oordelen en smaak. Toch is er ook in de wetenschap een duidelijk verschil tussen aanvaardbare en onaanvaardbare recensies. In dit atelier komen vragen aan de orde als ‘Wat zijn maatstaven voor een goede recensie?’ ‘Vergt het recenseren van een wetenschappelijk boek een speciale manier van lezen?’ ‘Hoe maak ik een samenvatting die recht doet aan het boek?’ ‘Hoe blijf ik een academische toonzetting houden als een boek werkelijk niets voorstelt?’ ‘Kan ik het boek van een vriend recenseren?’ ‘Hoe bespreek ik een congresbundel of een andere publicatie waaraan meerdere auteurs hebben meegewerkt?’ ‘Stelt een recensie voor een digitaal platform andere eisen dan die voor een publicatie op papier?’

Tijdschriften en kranten leggen sterke beperkingen op aan recensies. Gewoonlijk staan kranten niet meer dan 500 woorden toe, terwijl ook vaktijdschriften meestal slechts 1000 woorden reserveren (alleen voor recensie-artikelen meer, maar dan bespreekt de recensent vaak enige onderling samenhangende boeken.) Wat moet er nu op zijn minst in een recensie komen te staan, als er maar zo weinig ruimte beschikbaar wordt gesteld? Aan de hand van recensies uit diverse vakgebieden van de geesteswetenschappen zullen tijdens het atelier in onderlinge wisselwerking richtlijnen en voorwaarden worden opgesteld.

Voorbereiding en literatuur

Van elke deelnemer wordt verwacht dat hij of zij van tevoren een recensie schrijft, die tijdens het atelier wordt besproken. De recensies worden nog voor het atelier plaatsvindt aan alle deelnemers ter beschikking gesteld, zodat iedereen elkaars recensie kan lezen. Om de bespreking te vergemakkelijken, is gekozen voor een recensie van een boek over een van de meest vernieuwende en dynamische ontwikkelingen binnen de geschiedwetenschap van dit moment: global history. Het betreft een wetenschapsgebied dat de nadruk legt op begrippen als mobiliteit, connectiviteit, mondialisering, Eurocentrisme en postkolonialisme en dat om die reden ook studenten buiten de geschiedwetenschap zal interesseren.

  • Sebastian Conrad, What is Global History? (Princeton, N.J.: Princeton University Press, 2016).

NB: je moet dit boek zelf aanschaffen, of lenen in een bibliotheek.

De omvang van de recensie is 750 woorden. De taal is naar wens Nederlands of Engels. Iedereen mag zelf een (fictieve) doelgroep kiezen. Je kunt kiezen voor een vaktijdschrift (bijvoorbeeld The Journal of European Studies), of voor een dagblad (bijv. Trouw), of voor een medium tussen die niveaus in (De Groene Amsterdammer, De Gids). Vermeld bij de recensie welk type doelgroep je op het oog had. Om beïnvloeding te vermijden is het raadzaam reeds gepubliceerde recensies niet vooraf te lezen.

Inleveren opdracht door toezending aan de docent (i.m.vanderpoel@uva.nl) en aan het Huizinga Instituut (Huizinga-fgw@uva.nl). Let op: tijdig inleveren van deze opdracht is verplicht om deel te mogen nemen aan het atelier.