Take History BACK from White Supremacists

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by undergraduate student, Rohit Kandala ’19

On March 15, 2019, the world stood in silence as 50 people were massacred and 50 more were injured in the Christchurch mosque shootings. I remember waking up that morning and staying silent for a couple hours as the news reports started to pour in. Throughout the entire ordeal, what saddened me most was that Christchurch wasn’t a surprise—and no one can pretend that it was a coincidence.

Luckily, most media outlets no longer phrase the systematic and global problem of white supremacy as a “rising threat”—it’s already clear that it’s here and it’s not a fringe movement. But, this article isn’t about white supremacy as much as it is about how history has been kidnapped and corrupted by this movement to serve its perverse needs. Misinformation is the problem.

Before I go further, I have two conditions: I will not list the perpetrator’s name as that is exactly what he and his movement want and I will list two assumptions I have:

1. Currently, History is expressed through more mediums than ever. While, K-12 education is still formative, online mediums like Facebook & YouTube are increasingly used more often either for education or entertainment. Unfortunately, most of weaponized history also occurs on these new and less regulated platforms.

2. Fortunately or unfortunately, History is fluid & is constantly re-shaping itself. This results in different interpretations over time, and people can exploit that to create the representation they’d like.

Both these statements, which I hold to be true, have wide-ranging effects on History and how it’s understood.

First off, the fact that history is now more accessible because of advances in digital communications is a great thing! In fact, it’s a cost-efficient method to reverse the worrying trend of apathy for history amongst the public. I am an adamant supporter of using YouTube as a social media platform for history enthusiasts and professionals alike—it’s the future that history needs to adapt to. But, the accessibility of these services also allow figures such as Alex Jones (who had 2,431,237 subscribers before YouTube disbanded his channel[1]), Stefan Molyneux (911,000 subscribers[2]), and Sargon of Akkad (927,000 subscribers[3]) to flourish and promote their “free-thinking and rational community”.

That’s BS.

All these channels are not the same, but they are enablers for white supremacists to thrive in today’s information age. No channel wants to outright promote “hate speech” or “racism” that violate community guidelines—but they construct bloated arguments with a thin sprinkle of facts that let the viewer, an impressionable male usually in their early-to-mid 20s, “come” to the conclusion that white supremacy is supported by history. For example, “Replacement Theory”—which motivated the perpetrator to do what he did—is a very popular theory covered by YouTuber Lauren Southern (she has 699,000 subscribers while the video has 647,119 views[4]). But, these channels grow even more impactful on online messaging boards like Reddit and 4chan—which are far less moderated and thus even more crass.

This brings me to my second point: the fluid nature of history. Historians rarely agree even on the most minute of details, but we do agree that history is subjective and dependent on the person who wrote it. At UConn, we learn this in our HIST 2100, “Historian’s Craft” class in order to become better historical thinkers. No serious historian thinks of history as deterministic and if they do—they’re probably from the 19th century. This ability to manipulate information like this allows for white supremacy opinion leaders to cater to their audience while barely carrying the “I’m a legitimate historian” card. Moreover, if they’re actually judged by the same intellectual rigor students and academics are put through—they can claim to be “entertainers”. You cannot claim to be both, and if you do, you are none of those things.

This point brings me to my solution to the misinformation problem—and it is not an easy problem to fix. Yet, one thing is clear, accessibility should not be tampered with. It is the internet’s, and by extension, YouTube’s greatest strength. Rather, the solution lies in education. As stated above, students of history, if studied seriously, are subjected to historical analysis standards. A good analysis would have high quality sources, a strong thesis that is prevalent through the entire paper, and an overwhelming amount of evidence. How does this apply to online spaces like YouTube? For example, the quickest way to debunk an argument in favor of scientific racism is to evaluate the quality of the sources. Oftentimes, they are poor in quality and that is more than enough to de-rail said argument. Historical analysis is a learned skill and educating (or even simply maintaining an online presence) people about it could go a long way.

Again, I am hopeful—probably foolishly so. At least, the mass media is starting to acknowledge the historical misinformation in the digital space. A recent article by the NY Times succinctly and clearly defined the problem behind “Replacement Theory” and how it’s a continuation of the problem. But, pointing the problem simply won’t do. White supremacists don’t read the NY Times or traditional media outlets, they go on YouTube, Facebook, Reddit, 4chan, Twitter and other networks[5].

That’s why I insisted on posting this on The History Department’s website at UConn—my audience is my professors, grad/Ph.D students, and (some) undergraduates. We are trained to think historically at a time when our discipline is being trampled because we haven’t properly adapted to digital spaces (although there’s been some recent breakthroughs in public history).

It’s time to take back history to what it’s about. We are all interested in history for various reasons. Some of us are obsessed with maps, some with battle dates, some with political history, and some with area studies. But, we all appreciate the past for what it is, and it’s our duty to inform others of worrying trends, misinformation, and hopefully how great studying history can be. History isn’t about hate or love—it’s about empathy and “how”.

If not, New Zealand—a country that continually strives to be better for all its peoples—and others like it will take the fall. Please—let this be the last. When someone asks me to write about this period 50 years from now, I’d like to say that New Zealand was the turning point when we historians banded together and proactively swept away the pseudo-intellectualism of white supremacy.

And if the problem still seems like a world away and a tiny threat (even though the internet isn’t dependent on location)—just take a peek in your backyard[6].

Footnotes:

[1] “The Alex Jones Channel”, Channel User Statistics, Socialblade, accessed March 26, 2019, https://socialblade.com/youtube/user/thealexjoneschannel

[2] “Stefan Molyneux”, Channel User Statistics, Socialblade, accessed March 26, 2019, https://socialblade.com/youtube/user/stefbot

[3]  “Sargon of Akkad”, Channel User Statistics, Socialblade, accessed March 26, 2019, https://socialblade.com/youtube/user/sargonofakkad100

[4] “Lauren Southern”, Channel User Statistics, Socialblade, accessed March 26, 2019, https://socialblade.com/youtube/channel/UCla6APLHX6W3FeNLc8PYuvg

[5] Emma Grey Ellis, “The Year the Alt-Right Went Underground,” WIRED, January 1, 2019, https://www.wired.com/story/alt-right-went-underground/

[6] Rachel Philipson, “Known white nationalist organization flyers appear on UConn campus”, The Daily Campus, March 14, 2019, http://dailycampus.com/stories/2019/3/14/known-white-nationalist-organization-flyers-appear-on-uconn-campus

Sharon Harris Book Award 2019 Winner: Helen M. Rozwadowski

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Vast ExpansesThe Department is happy to announce that Professor Helen M. Rozwadowski has received the Sharon Harris Book Award for the publication of Vast Expanses: A History of the Oceans (Reaktion Press, 2018).

The award committee notes that: “Prof. Rozwadowski’s book is an engaging overview of the oceans from deep prehistory to the present. It focuses on the relationship between people and an environment that once seemed beyond human influence. The idea of the ocean as a limitless frontier flourished but eventually withered in the late twentieth century, as people began to confront the damage they had done through pollution and overfishing. In order for us now to produce positive environmental change, Rozwadowski concludes, “We must jettison our perception of the ocean as a timeless place, apart from humans.” This concise and readable book demonstrates the value of the humanities in addressing the planet’s looming environmental crisis.”

 

Congratulations!

Q&A with Professor Frank Costigliola

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Frank Costigliola, Professor of History at the University of ConnecticutUConn Today recently interviewed Board of Trustees Distinguished Professor of History Frank Costigliola regarding the current state of U.S. foreign relations. Professor Costigliola compares Kennan’s writings to U.S.-Russia relations in the age of President Trump, historicizes and discusses the United States’ alliances, and predicts how the U.S. can rebuild allies’ trust.

To read the full interview, click here.

Heather A. Parker Excellence in Historical Writing Award

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2015 History Learning Community kickoff w/ First Year Programs
2015 HuskyWOW Learning Community Kickoff, History LC. L-R: Matthew Talley ’19, Heather Parker, Christina Deoss ’19, Ted Piekarz ’18, Sarah Velcofsky ’18.

In November 2018, a fund was established by Heather A. Parker, the first staff academic advisor for the History Department, in order to create the Excellence in Historical Writing Award. The award will be presented to an undergraduate History major, from any campus, who has produced an exemplary specimen of historical writing. The recipient will be recognized for a paper that presents a well-researched historical argument with clarity, coherence, and style, and the award will be given at the History Department’s Prize Day celebration at the end of the semester. Inspired by Parker’s donation, the History Department faculty are making a joint contribution.

Alumni and friends will be able to contribute to the Parker Award in Historical Writing fund during UConn Gives, the University’s 36-hour giving initiative, on March 27-28, 2019. Mark your calendars and find out more at: https://givingday.uconn.edu.

The Encounters Series: New Directions for Public Humanities from UConn

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Encounters Series Dialogue

Participants discuss wealth inequality in an Encounters Series event at the Hartford History Center at the Hartford Public Library in 2017. Image courtesy of the Encounters Series.

 

“The Encounters Series grew out of a desire to build connections between a land-grant university
and its state,” Brendan Kane of the UConn Department of History explains. “We wanted to move
beyond the kind of typical mode of interaction, which is the lecture or the panel,” Kane says. “I love lectures and panels, but we wanted to do things that were more active. We wanted to get UConn faculty more out into the world, making a research university that’s state-supported more accessible to the people in the communities that we serve.” With this in mind, Kane began exploring models of conflict resolution and public conversations.”

The success of the Encounters series was recently highlighted by the National Humanities Alliance in an interview with Professor Kane: https://humanitiesforall.org/projects/encounters

The line-up of recent and upcoming events, including a discussion on “Emily Mae Smith and #MeToo” on March 9, in the series can be found here:
https://humilityandconviction.uconn.edu/encounter-series/

Undergraduate Student Spotlight: Rachel Roach ’18

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Rachel Roach, a member of the class of 2018 and a proud History major, shares below how African history classes with Professor Fiona Vernal shaped her college experience, research interests, and career path.

 

Rachel Roach

I am a double major in history and Africana Studies. Through my African history courses with Dr. Vernal, I have been able to explore the ways in which certain narratives marginalized the history of some groups when told solely through a European lens and the mainstream curriculum in most American high schools. Interdisciplinary training in History and Africana Studies has taught me to question sources and pushed me to explore how an analysis of race and class, ethnicity and gender can shift the usual lens we use to tell stories about the past. My history courses have also introduced to the public history. I have been able to conduct research in the oral history and photo archives at the Manuscripts and Special Collections at the Thomas J. Dodd Research Center Archives and participate in a major exhibit on South African history, Children of the Soil: Generations of South Africans under Apartheid. My training in history also afforded me the opportunity to secure an internship at the Mashantucket Pequot Museum and Research Center and to win an IDEA Grant through the Office of Undergraduate Research. With this grant I was able to create a Native American Mascot Database. I also hosted a symposium on the history of Mascots in partnership with Chris Newell Co-founder of Akomawt Educational Initiative, a majority Native owned learning resource/consultancy partnership aimed at social change through education. My majors have inspired me to pursue a career in public history. I hope to go on to obtain my masters in public history.

 

Veterans History Project Launch

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Nearly twenty years ago, Congress launched the Veterans History Project, an ambitious effort coordinated by the Library of Congress and run through local centers to gather the oral histories of US veterans.

Starting this spring, UConn is joining the work, aiming to reach and record a wide range of veterans across New England as they tell their stories.  The Veterans History Project at UConn is a joint endeavor of the Department of History and Veterans Affairs and Military Programs.

Anyone who’s willing to do the training can become an interviewer. For UConn students, there is an opportunity, starting this spring and continuing in the coming years, to earn internship credits while working as an interviewer, gathering important stories and developing useful skills.

On Monday, March 4, we will be kicking off the new program with a public event at Werth Hall. There will be breakfast and lunch for attendees, as well as parking validation for those coming from off-campus.  The morning will begin with introductions to the project and discussion of the value of stories and the importance of oral history. It will continue after lunch with free training for anyone interested in becoming an interviewer for the project.

 

VAMP Image

 

Professor Fiona Vernal will be speaking at the event and coordinating the internship, together with Heather Parker.  Feel free to contact them with any questions at Fiona.vernal@uconn.edu or heather.parker@uconn.edu.  More details can be found here.

VHP Flyer 2

 

Graduate Student Spotlight: Danielle Dumaine

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On Tuesday, February 19th, Ph.D. Candidate Danielle Dumaine will be presenting at Harvard University’s Radcliffe Institute as part of the Boston Seminar on the History of Women and Gender. Her paper is titled “Sisterhood of Debt: Feminist Credit Unions, Community, and Women’s Liberation.” For more information, click here. 

 

1. Would you please share some of your findings from your upcoming presentation at MHS paper and elaborate on how this topic relates to your dissertation?

The presentation on Tuesday is based on a pre-circulated paper that can be accessed by attendees. I begin by tracking how women (particularly single/divorced women and non-white women) were discriminated against by the banks and the credit industry after World War II. For example, many banks would not accept a women’s income in a loan application if she was married. Another big problem was that many divorced women had no credit in their name or bad credit from their husband. This could make it incredibly difficult to do basic things like renting an apartment or buying a car. The paper then gives a brief history of the law that changed that, the Equal Credit Opportunity Act (ECOA), but concludes that the law had a lot of shortcomings and almost no enforcement mechanisms. Basically, if you thought you were discriminated against you had to figure out which one of a dozen agencies to report the incident to (this has since changed). It put a large burden on consumers to be experts in lending laws and government agencies. That is where Feminist Credit Unions (FCUs) come in. Twenty-nine FCUs opened between 1974 and 1979. Connecticut had an FCU in New Haven and Hartford. You can see the rest here. These credit unions operated on the idea that feminists needed a place to “recycle” money within the movement to fund feminist projects. Other FCUs went further and said that women were good credit risks because they were women and lent out money accordingly. Now as you can probably guess, most of these projects failed. This type of community credit union takes a lot of work, time, and money to maintain. Really, the central issue for most FCUs became the question of what to do with delinquent accounts. Do you take a fellow woman to court? Repossess the car she needs to drive to work/daycare/etc.? This caused a lot of really painful fights. The paper ends with a discussion of how mainstream banks and credit card companies used the language of feminism to appeal to women customers once they figured out that getting a bunch of women into debt could be profitable. Sorry to end on a cynical note.

My main conclusions in relation to community and women’s liberation are that FCUs represent a level of coalition-based organizing and regional organizing that historians really haven’t fully acknowledged. Many of these projects brought together radical feminists, liberal feminists, Black feminists, and more for this shared goal of making loans accessible to women. It is also a history of women’s imagination. The women who started these FCUs wanted to rewrite the rules to banking and lending. They wanted to see applicants as whole beings, not a series of risk factors punched into a so-called “neutral” credit scoring system. Their solutions were often really fraught and didn’t work, but I think they are worth spending some time looking at.

 

2. How did you become interested in the life and work of poet Diane di Prima for your dissertation? 

I took Professor Ronna Johnson’s class on the Beat Generation during my senior year at Tufts and we read some of Diane di Prima’s work. When I got to UConn, I met with Melissa Watterworth Batt at the Dodd Center to discuss the collections and to see if there was something I would want to use for my 5102 research paper. She suggested di Prima’s diary from Timothy Leary’s Millbrook Commune. She said that not many researchers seemed interested in it. At the time I thought I was going to write a dissertation on the women’s liberation movement so it wasn’t a great fit, but I’m nosy so working with a diary seemed like fun. Once I started reading I knew that it was a really special object. So I shifted gears and here we are!

 

3. In addition to pursuing a Ph.D. in History, you also have undertaken a certificate in Feminist Studies from the Women’s, Gender, and Sexuality Studies Department. How has this interdisciplinary approach impacted your research, influenced your teaching, and possibly challenged and/or expanded upon the work of historians?

It seems to me that most historians do at least some reading outside of their field and doing a certificate is a great way, as a student, to gain a solid footing in a discipline that you might want to read/borrow from/contribute to in your work. There are so many smart people doing great work out there that I don’t want to limit myself to just reading in history. In my dissertation, I use work from scholars of literature, queer theory, political science, critical race studies, and more. Taking certificate classes is also a great way to network with grad students from other departments and learn about their training/methods and to make friends.

 

4. If you could teach any course, what would it be and why?

I made up a syllabus for a job application this fall called “A History of ‘Cool’ in Postwar America” that I think would be really fun. I’d also like to teach a course on women’s labor history since the Civil War. And “Gender and Sexuality in U.S. History.” I have a whole list on my computer.

 

Danielle Dumaine research trip

Danielle on a recent archival trip to California where she visited: the California Historical Society; The Bancroft Library, University of California, Berkeley; Special Collections and University Archives, Stanford University; GLBT Historical Society Archives. 

Marc A. Reyes, Smith-Richardson Foundation Fellowship Recipient

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We are pleased to announce that Ph.D. candidate, Marc A. Reyes, has received a World Politics and Statecraft Fellowship from the Smith-Richardson Foundation. The mission of the Foundation is to “contribute to important public debates and to address serious public policy challenges facing the United States.” Marc’s dissertation considers U.S. foreign policy towards India, particularly in regards to how Indians imagined what nuclear energy could mean for their nation’s future.

Marc currently is on leave as a Fulbright-Nehru Fellow in India for 2018-2019.

Professor Sinha’s Article in Jacobin

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At the start of the new year, Professor Manisha Sinha (Draper Chair in American History) contributed an article titled “First as Farce, Then as Tragedy” to Jacobin. In response to President Trump’s aim “to destroy the Fourteenth Amendment’s guarantee of birthright citizenship,” Professor Sinha historicizes the challenges to the Fourteenth Amendment and observes how the increased rights of corporations at the expense of the rights of citizens has enabled the “triumph of capitalism over democracy.”

 

Interested in learning more about the impact and legacies of the Reconstruction Era? Please join us at this spring’s Draper Conference, titled “The Greater Reconstruction: American Democracy after Civil War,” held from April 19-20. Registration and more information can be found here.