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        Bailkin, J.
        Behlmer, G.
        Campbell, E.
        Dhavan, P.
        Dong, M.
        Ebrey, P.
        Felak, J.
        Findlay, J.
        Gamboa, E.
        Giebel, C.
        Glenn, S.
        Gowing, A.
        Gregory, J.
        Guy, R. K.
        Harmon, A.
        Hevly, B.
        Johnson, R.
        Jonas, R.
        Joshel, S.
        Jung, M.
        Leiren, T.
        Lopez, S.
        McKenzie, R. T.
        Nam, H.
        Nash, L.
        Noegel, S.
        Nomura, G.
        O'Mara, M.
        O'Neil, M.
        Poiger, U.
        Pyle, K.
        Rafael, V.
        Rodriguez-Silva,I
        Rorabaugh, W.
        Salas, E.
        Schmidt, B.
        Sears, L.
        Smallwood, S.
        Spafford, D.
        Stacey, Robert
        Stacey, Robin
        Taylor, Q.
        Thomas, C.
        Thomas, L.
        Thurtle, P.
        Toews, J.
        Walker, J.
        Warren, A.
        Werrett, S.
        Williams, M.
        Yang, A.
        Young, G.
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Nikhil
Singh: Areas of Graduate Study
Students in preparing a field in United States Intellectual History will
be expected to master several key intellectual debates, currents and schools
of thought that have shaped the political culture of the US. The specific
emphasis of the field is methodological, more specifically, understanding
the impact of forms of knowledge production upon national, social, and
political life. Students will therefore be encouraged to focus their inquiry
into a few key areas (e.g., American pragmatism, the development of the
social sciences, the Puritan Covenant, New England Transcendentalism),
rather than pursuing a broad chronological survey. Students working in
African American History will be expected to attain broad mastery of the
major forces and events that have shaped African-American life in the
US and within the Atlantic world since the 17th century. The field is
organized into three areas: 1) slavery and abolitionism; 2) citizenship
and social movements; 3) culture and politics. The bulk of the field work
concentrates upon blacks in the US. Students, however, will be expected
to develop some comparative, or cross-national dimension of study.
Students preparing a field in Comparative Ethnicity and Nationalism will
digest the major contemporary and historical theories of nationalism and
nation-formation and congruent theories of ethno-racial formation, the
latter having been understood as something that can both complement and
contradict national aspirations. This field is primarily theoretical and
has no precise chronological or geographical limits, though nationalism
is understood to be a characteristically "modern" political
value and concept. Students will be expected to test theoretical arguments
against case material drawn from their own specific areas of research.
*Students may not offer a field in the Comparative History division as
a first field.
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