While teaching the US history survey in 2013, I planned a lecture based on Danielle McGuire’s fantastic book on how […]
Strange Pain, Or, How I Learned to Stop Worrying and Love the Womb: A Teacher’s Reflection on Bodies in History
[gblockquote source=’Bettina Judd, patient.‘]HOW TO MEASURE PAIN I In the woman it is a checklist: Can you imagine anything worse […]
Teaching Rape
Throughout my academic career, I have talked about, read about, and taught about rape. To be clear, rape is not […]
Pronoun Privilege
Originally published as “Pronoun Privilege” in the New York Times on September 25, 2016. My fall classes started recently, and […]
Teaching in an Era of Black Lives Matter
One of the functions of social movements is to raise consciousness around a particular problem or issue. The Black Lives […]
Teaching Sexuality, Gender, and Race in Middle School
“So what do you do?” We all have asked this familiar question while making small talk at a BBQ, a […]
Pub Quiz #1: Ye Olde America
By Adam Turner
Welcome to the inaugural Nursing Clio Pub Quiz, the “Ye Olde America” edition. I just finished teaching a four-week summer course on US women’s history to 1870, which left my head buzzing with little facts and historical anecdotes about women in colonial America and the early republic. Being a fan of trivia (and a bit of a nerd) I decided the perfect outlet for these snippets of the past would be a blog version of the venerable pub quiz. Let’s see how you do! (No Wikipedia peeking, folks.) Good luck!
Trans History and Trans Students: Further Reflections on Teaching Transgender Issues
By Elizabeth Reis
Earlier this term, I wrote a blog post for Nursing Clio about the ways in which teaching my class on Transgender Issues has evolved over the last fifteen years. I first taught this course in 1998 when very few students knew what “transgender” meant and only occasionally would a transgender student enroll; in 2013, not only are students well aware of the topic, but I typically have four or five who identify either as transgender or somewhere else along the gender continuum. Most everyone in the class is cognizant of many of the controversies that surround the subject, such as what pronouns to use for those who identify as transgender or gender fluid. The demographics of the classroom have made teaching the class easier in some ways, as I described earlier, but harder in others, as I will explain here.
Reflections on Transitions: How my Transgender Issues Class has Changed in the Last Fifteen Years
By Elizabeth Reis
In 1998 I taught a new class at the University of Oregon called “Transgender History, Identity, and Politics.” Back then there were only one or two students who knew what “transgender” meant when I asked them on the first day of class. The others had enrolled either because the class hours fit their time schedules or because they had taken other classes with me and liked my teaching style (or had received a good grade!). I have taught the class several times over the past fifteen years, but this term I have noticed a distinct difference; it’s astonishing how the class composition and its general knowledge about the subject has been transformed in such a relatively short time. Change happens.
A Historian’s Guide to Summer: Back-to-School Mixtape
By Adam Turner
Here in the Pacific Northwest the days are long and hot and the raspberries are ripening, which means that a new school year is upon us. For teachers, it’s time to set aside the summer projects, chapters, and books, make a late-summer beverage, and think about teaching. In the interest of celebrating the end of summer, here are some songs that work well in the classroom.