My author copies arrived over the weekend. My book will be published by the University of Nebraska Press on October 1st. But you can pre-order now from the press or amazon. My book is available in both hardcover and paperback. Check out my author website for more information www.rebeccadewolf.com.
The short answer is no. There are plenty of historians of women’s history who do not go into a detailed inspection of gender and there are plenty of gender historians who do not focus on women’s historical experiences in particular. To be sure, there are important connections between the two fields. Gender history developed in part from the field of women’s history and there are many historians, including me, who combine both fields in their research and writing. As well, both women’s history and gender history have helped to address the inadequacies of previously accepted male-centric histories, which had structured historical topics around the supposed achievements of great white men. Still, there are important differences between women’s history and gender history. While historians of women’s history foreground women as historical actors, historians of gender history focus on how ideas about what it means to be a man and a woman have shaped major historical struggles and events. Since we recently celebrated women’s history month, now is a good time to dissect the relationship between women’s history and gender history. As I suggest in my conclusion, both fields can help historians shed light on an emerging debate about civic rights that is taking form in certain social activist circles.
In the past, I have had the privilege of working as a graduate teaching assistant for a diverse group of courses and under a broad range of teaching styles. Above all, my teaching philosophy rests on my belief in the importance of education for the development of critical analysis, empathy towards others, and human potential.
With regard to teaching history, I believe that it is vital to not only help students gain a thorough knowledge of historical information, but to also push them to develop the skills necessary for historical thinking. Thus, my approach challenges students to think like historians. To this end, it encourages them to unravel the connections between continuity and change, as well as to think more deeply about how we know and represent the past.
BEGINNINGS (1491-1607)
1.4. Challenges to Catholic Spain and Other Colonial Beginnings
(Lecture Base)
Objectives:
BEGINNINGS (1491-1607)
1.3. The Establishment of New Spain
(Lecture Base)
Objectives: