Media Art
Students work with faculty advisors to devise self-designed majors. Coursework in the major builds upon students’ experiences in the general education curriculum while providing students with pathways to deepen their knowledge or further develop their passion in a particular area of study.
Media arts are inherently interdisciplinary, social pursuits.
At every level, media arts courses integrate history and theory, engage critically with existing artworks, and instill the range of technical skills necessary to make innovative, creative work. Though students incorporating media arts into their self-designed majors do not track into specialization, they can choose to emphasize any or all aspects of media arts taught at Antioch College: photography, video, sound, and new media. Most media arts courses welcome students from other disciplines who have taken the appropriate prerequisites. In this way, among others, media arts courses draw from the intellectual and cultural assets of the entire College community. Meanwhile, advanced courses provide focus amidst the rigorous, broad, and deep media arts curriculum.
When Designing Your Major
- Students with a self-design degree primarily focusing on media arts should plan to take about a 45 credits in MEDA and CAP prefix courses.
- Students with a self-design major that incorporates media arts and another area of study should take 12 credits of intro and intermediate MEDA courses and 12 credits of MEDA advanced courses.
- All students incorporating media arts into their major should take about eight MEDA credits in history and/or theory.
Intro and Intermediate
- MEDA 102 Basic Media Production
- MEDA 245 AudioVision: Video Production Intensive
- MEDA 290 History of Cinema
Advanced
- MEDA 390 Spec. Top. Film Hist.: Cross-cultural Encounters in Cinema
- MEDA 380 Advanced Projects in Media Arts
- MEDA 399 Advanced Independent Study in Media Arts
Capstone Sequence
- CAP 394 Capstone Preparation
- CAP 495 Capstone Project
Electives
- ARTS 111 Visual Language – 2D Design
- HIST 110 Ohio Stories
- HIST 210 African American History from the Colonial Period to the Present
- HIST 225 World History I
- MEDA 270 Special Topics in Media Arts: Choreographed Films & Experimental Musicals
- MEDA 265 Introduction to Animation
- MEDA 165 Community Voices
- PERF 103 Voice and Speech
- PHIL 115 Eastern Thought
- PERF 180 Approaches to Acting
- VISA 102 STUFF
- VISA 299 Independent Study
Cooperative Education Field Placements
Media Arts students have myriad opportunities for practical experience in the field in courses that engage local radio, television, and cinema, and through a variety of national and international cooperative work opportunities, including:
- Assistant Editor and Sound Technician, Sharp Productions, Los Angeles, CA
- Digital Archivist, Oral History in the Liberal Arts
- Videographer in Residence, Art Place, Portland, IN
- Betty’s Daughter’s Arts Collective, Harlem, New York
- Homer Art and Frame Co in Alaska
- Kitchen Contemporary Art Center, NY
Faculty in the arts
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Luisa joined Antioch’s Cooperative Education faculty in 2015, and has a background in performance, women’s and gender studies, international education, and community engagement through the arts. Luisa has designed new co-op coursework engaging art as social practice, community action research, and place-based learning. Her primary focus areas within co-op include the arts and therapeutic practices as well as opportunities in Latin America. In Argentina, Luisa has developed co-op partnerships with organizations engaged in community action and social change, including: Mujeres de Artes Tomar, a feminist performance activist troupe; Fundación Hampatu, engaged in arts, sustainability and skills-based classes; and Club de Reparadores, a "repair club" that recycles and repairs items for reuse.
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Luisa's work as a writer, director and performer explores intersections of human rights, feminist thought, counter-memory, migration, ritual, and place-making. As an Open Society Institute Baltimore Community Fellow with Creative Alliance, Luisa developed an award-winning community arts program in southeast Baltimore. A member of Sol Rising healing arts troupe, Luisa was a founding member of Baltimore’s Theater Action Group and trained at The Theater of the Oppressed Laboratory with Agosto and Julian Boal, among others. As a teaching artist, Luisa aspires towards embodied, experiential and liberatory pedagogies and practices.
EDUCATION
- M.A., Comparative Women’s Studies, Utrecht University, The Netherlands
- B.A., Latin American Literature, Theater, Smith College
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Michael Casselli has been interested in the hybridization of forms and media since he received his undergraduate degree in visual arts/performance theory from Antioch College in 1987. While at the college, he staged large-scale outdoor mixed media performance installations, whose primary focus was an attempt to clarify issues of sense-based perception and the physicality inherent in performative work. After Antioch, he was accepted into the Masters Program in Sculpture at Rhode Island School of Design (RISD).
While at RISD his worked started to move away from the performative context, while maintaining a vested interest in sense of physicality, choosing to focus on the role that the spectator plays as a necessary figurative element of a completed work. It was at RISD that he started to define the contextual framework through which his work was to be experienced. By eliminating physical boundaries between the viewer and the work, he provided the spectator with a choice as to how they would interact with it.
While these concerns still remain active in the work he produces today, his vocabulary has expanded to include more subtle ways of asking the same questions, and has allowed him to consider a broader palate of contemporary media in the creation of his work, utilizing video, robotics, and home-grown technologies. Michael spent twenty years in New York City within the underground art and performance scene, fully integrating his early concerns with performance and the visual arts. While continuing to create large-scale installations, he found himself able to apply many of the same concerns within the performance arena, creating scenic and video design for dance and theater, earning him a Bessie Award for Scenic Design in 1987. Michael relocated to Yellow Springs in 2009 to establish the Manic Design Studio, a place for hybrid experimentation in all media.
EDUCATION
- MFA, Visual Arts, Rhode Island School of Design
- Concentration: Sculpture
- Thesis: Hybrid Form and the Question of Traditional Arts Practice
- BA, Self-Designed Major, Antioch College
- Concentration: Visual Arts/Performance Theory
COURSES
- MEDA 101: Media, Internet, and Society
- MEDA 130: Practical New Media
- MEDA 160: Sound Art
- MEDA 230: Reactive Systems
Catalina Jordan Alvarez grew up in rural Tennessee with a Colombian mother and an American father. Her narratives explore the cultural and composed movements of bodies across social and geographical boundaries. Her films have screened at festivals including New Orleans, Los Angeles, Slamdance, Fantastic Fest, Edinburgh Short, Oxford, and Palm Springs. She is a recipient of fellowships and residencies from the Flaherty Seminar, the Virginia Center for the Creative Arts, Flux Factory and the Wexner Center for the Arts.
Alvarez approaches teaching as another facet of her art practice. In her intermediate video production intensive, students conduct documentary research in order to shoot their own fictional narrative. This approach connects the class with members of the community and grounds their fictions in historical specificity. Her fall 2018 class studied the Antioch Program for Interracial Education (1964-1969) and later produced a film about a group of female black students who created systemic change at Antioch by lobbying for the creation of the Afro-American Studies Institute. In her course, “Choreographed Films and Experimental Musicals,” students study the history of the musical alongside formal experimentation in contemporary art as inspiration for their weekly assignments. Her syllabus functions as a script with room for interpretation—she asks students to use techniques she is currently developing, and they adapt these to their own creative visions.
EDUCATION
- 2017 MFA, Film and Media Arts, Temple University, Philadelphia, PA
- 2011 Certificate, Directing, filmArche, e.V., Berlin, Germany
- 2005 BFA, Experimental Theatre & Spanish Literature, NYU Tisch School of the Arts, New York, NY
SCHOLARLY ACTIVITIES
Additional faculty with whom you might work
Robin Littell has been teaching English composition courses for over ten years to a diverse
body of traditional and non-traditional students at varying levels of skill and confidence in their
writing. She builds course content in ways that make the writing process meaningful and
engaging, leading students to develop a “tool kit” that is transferable from class to class and
beyond. Through careful attention to student needs, Robin creates a learning environment that
is supportive yet challenges students to do their best work.
Robin also teaches and writes short fiction and has numerous publications and
acknowledgments for her work. Her focus is currently flash fiction, a literary genre with a vibrant
history in which attention to the narrative arc, language, and image is vital because of the limited
space of the form. Her protagonists are women who often break convention and challenge
contemporary societal expectations, along with those whose stories illuminate the difficult and
tenuous nature of romantic and familial relationships. Robin has been the writer in residence at
the Dickinson House and Spark Box Studio in Olsene, Belgium and Ontario, Canada,
respectively. She is the winner of the 2018 Vella Chapbook contest, which resulted in the
publication of her chapbook Flight.
Selected Courses
ENG 101 Plus (Formerly ENG 090 College Writing Skills)
ENG 105 English Composition (Formerly Global Seminar in Writing)
ENG 251 Expository Writing: Writing for the Arts
ENG 251 Expository Writing: Nature Writing
ENG 350 Advanced Creative Writing: Flash Fiction
GS 140 Global Seminar: Water
LIT 243 Intro to Cinema
Education
M.F.A., Creative Writing (Fiction), Miami University
M.A., English, National University
Thesis - Dividing the Mind: Connections to the Uncanny in The Yellow Wallpaper and
Reading Lolita In Tehran
B.A., Psychology, Magna Cum Laude, Ohio State University
Publications
Brooke Blackmon Bryan is an aesthetic philosopher and oral historian who composes work in narrative, media and textiles. A practitioner of critical and digital pedagogies, she currently chairs the Writing Program and serves as Assistant Professor of Writing & Digital Literacy at Antioch College. Brooke convenes the creativity and story area of practice, teaches a variety of nonfiction writing courses, and supports students in self-design majors that engage philosophy, media, oral history, critical community studies, and contemporary art practice.
As director of Oral History in the Liberal Arts for the Great Lakes Colleges Association, Brooke works with GLCA program officers to fund, train, and support more than 60 Mellon-funded research projects employing interview methodology and digital tools for community-based learning. In its 5th year, the program has grown into a partnership with the Global Liberal Arts Alliance to support transnational interview projects. She travels regularly, offering workshops in critical pedagogy and oral history. Her recent convenings have been held at Antioch College, GLCA colleges, and other small liberal arts institutions throughout the Midwest while transnational oral history gatherings have been piloted in Morocco (Al Akhawayn University in Ifrane), Bulgaria (American University in Bulgaria in Blagoevgrad), and Ecuador (Universidad San Francisco de Quito, planned for June 2020).
Brooke has studied with Howard Caygill, Franco (Bifo) Berardi, Santiago Zabala, Giovanni Tusa, Jean-Luc Nancy, Silvia Mazzini, Drew Dalton, Chris Yates, and Simonetta Moro in courses and topological field studies in Rome, Florence, Venice, Berlin, Paris, Athens, and NYC (2016-2019). Her current research focuses broadly on process and activist philosophy and takes two main tracks. The first is an object-focused exploration of new materialisms that locates the American quilt within a feminist Deleuzian aesthetic, exploring its praxis and conservation through virtuality, multiplicity, and event. This research focuses on the ‘broken pattern’ collection of African American quilts recently donated to the Berkeley Museum of Art by late collector Eli Leon, specifically exploring how vernacular art praxis engages iteration and alteration— qualities reflected in the form of the quilt and in contemporary quiltmaking communities. Her second line of research engages radical pedagogies at the intersection of Deleuze and Guattari’s philosophy and community-based research models in an attempt to rethink and reconfigure practices in higher education today. This work generates primary sources through interview, specifically engaging questions of collaborative and co-constructed knowledge production, how we might explode the canon of western theorists in our research and curricula, and how institutions of higher education must scaffold epistemological access for all— not just an offer of admission.
Brooke often refers to herself as a radical phenomenologist with an audio recorder. She can usually be found in the Writing Institute building digital interview exhibits and working with students on their writing craft, in the midst of an interview with a person who is working in the trenches with these connected questions, or in her studio stitching.
EDUCATION
- Ph.D., Philosophy, Aesthetics, and Art Theory, Institute for Doctoral Studies in the Visual Arts, ABD 2020
- M.A., Humanities— Oral History Methodology & Sound Studies, Antioch University, 2013
- B.A., Humanities— World Classics, Antioch University, 2009
SELECTED PUBLICATIONS
- Invited Review, Classics Revisited: A Shared Authority: Essays on the Craft and Meaning of Oral and Public History, by Michael Frisch. The Oral History Review, Volume 44, Issue 2, Summer/Fall 2017, Pages 380–382, https://doi.org/10.1093/ohr/ohx054.
- A Closer Look at Community Partnerships, Oral History Review (2013) 40(1): 75-82 https://doi:10.1093/ohr/oht023
- Why here/why now: using websites to power community projects. In D. Boyd, S. Cohen, B. Rakerd, & D. Rehberger (Eds.), Oral history in the digital age. Institute of Library and Museum Services.
- Interview Project. Oral History Review (2010) 37 (1):71-73. https://doi: 10.1093/ohr/ohq035
- Oral History in the Liberal Arts: A community-based teaching & learning program using tools for digital scholarship & storytelling. Consortium for Teaching and Learning, 2018.
- Interviewing 101: A few resources for teaching undergrads how to interview for Public-facing Digital Projects. Within One Term. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
- After the Interview: On Workflow & Choosing a Digital Tool to Visualize, Organize, and Publish Interview Collections. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
COURSES TAUGHT
GS 210: Global Seminar on Water
GS 210: Global Seminar Continuing Studies: Borderlands
ENG 351: Advanced Expository Writing: Long-form Creative Nonfiction
CLCN 145: Community Reporting
ENG 251: Expository Writing: Personal Scholarly Narrative
ARTS 395: Visual and Critical Studies Seminar
ARTS 494: Senior Seminar: Studio Practice & Critique
LIT 299: Professional & Technical Writing
ENG 251: Expository Writing: Formal, Phenomenological, Hermeneutic Accounts
ENG 251: Expository Writing: Genre
ENG 101/105 English Composition: Content and Form
WORK 150: Work Portfolio I— On Working
WORK 331: Sound, Sight, Sentiment: Phenomenologies of Place
WORK 425: Humanities Fieldwork: Oral History & Digital Scholarship
WORK 475: Extended Field Experience
INSTITUTES, WORKSHOPS & SCHOLARLY ACTIVITIES
NEWS & FEATURES
- Brooke Bryan of Antioch College Unanimous Choice for Post Secondary Teaching Award of the Oral History Association https://www.facebook.com/oralhistoryassociation/posts/this-years-oha-postsecondary-teaching-award-was-awarded-tobrooke-bryan-from-anti/1262188363822834/ and https://co-op.antiochcollege.edu/faculty-spotlight-brooke-bryan-2/
- Brooke Bryan of Antioch College curates GLCA oral history research projects across Consortium http://glcateachlearn.org/oral-history-in-the-liberal-arts-a-community-based-teaching-learning-program-using-tools-for-digital-scholarship-storytelling/
- Brooke Bryan of Antioch College receives prestigious grant with Kenyon co-director https://co-op.antiochcollege.edu/antioch-college-co-op-faculty-awarded-prestigious-glca-grant/
- Oral History in the Digital Age Essays, Written by Noted Experts in the Field https://www.oralhistory.org/ohda-essays/
- Best Review from Brooke Bryan of Antioch College (from Concordia University’s Oral Historian’s Toolbox) http://oralhistorianstoolbox.cohds.ca/pop_up_pages/1many_eyes_pop_up.html
- Antioch College Retains Ideals Amid New Goals https://www.dispatch.com/article/20160515/NEWS/305159921
- Antioch alum wins Vermont council seat
- https://www.daytondailynews.com/news/local/antioch-alum-wins-vermont-council-seat/UYWUPctPCbr9UomxTsYPxO/
- Global Seminar on Water catalyzes conversations in the community https://ysnews.com/news/2014/09/a-multi-lens-look-at-water-needs
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Kevin McGruder’s interest in community formation led to a career in community development, and now as an academic, to research interests that include African American institutions, urban history, and gay and lesbian history. He has a B.A. in Economics from Harvard University and an M.B.A. in Real Estate Finance from Columbia University. Before pursuing doctoral studies at City University of New York, McGruder worked for many years in the field of nonprofit community development. Positions included Program Director at Local Initiatives Support Corporation, Director of Real Estate Development with the Abyssinian Development Corporation, and Executive Director of Gay Men of African Descent (in New York City).
McGruder’s interest in Harlem’s history led to two entrepreneurial ventures. From 1990 to 1991 he was owner/manager of Home to Harlem gift shop, and from 2000 to 2008 he was co-owner of Harlemade Style Shop, a store providing Harlem-themed tee shirts, books and other items celebrating Harlem.
During the 2011-2012 academic year McGruder was a Scholar in Residence at the Schomburg Center for Research in Black Culture, of the New York Public Library, where he conducted additional research and revised his doctoral dissertation for publication as a book. The result is Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920 (Columbia University Press, June 2015).
EDUCATION
- Ph.D., History, City University of New York, Graduate Center
- M.B.A., Real Estate Finance, Columbia University
- B.A., Economics, Harvard University
COURSES
- CLCN 210: Community Engagement
- HIST 210: African American History from the Colonial Period to the Present
- HIST 331: The History of the American City
SELECTED PUBLICATIONS
- The Emancipation Proclamation: Forever Free (Urban Ministries, Inc., 2013).
- Witness: Two Hundred Years of African-American Faith and Practice in the Abyssinian Baptist Church of Harlem (W.B. Eerdmans, 2013)
- Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920 (Columbia University Press, 2015)
- “A Fair and Open Field: The Responses of Black New Yorkers to the New York City Draft Riots”, Afro-Americans in New York Life and History, July, 2013
- “Pathologizing Sexuality: The U.S. Experience,” in Black Sexualities: Powers, Passions, Practices, and Policies, edited by Sandra L. Barnes and Juan Battle, Rutgers University Press, 2010
- “Black Sexuality in the U.S.: Presentations as Non-normative,” Journal of African American Studies, Vol. 13, No. 3 (2009)
- “To Be Heard in Print: Black Gay Writers in 1980s New York,” Obsidian III: Literature in the African Diaspora, Spring/Summer 2005, Volume 6, Number 1 (North Carolina State University)
- “Jane Ryder Fisher” The Black Scholar, Spring/Summer 1993
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Lara Marie Mitias currently serves as an Associate Professor of Philosophy at Antioch College where she teaches Asian philosophies, along with various courses in Western Philosophy. She completed her doctorate at the University of Hawaii specializing in Asian and Comparative philosophy. She has taught over 35 different courses in Western and non-Western philosophy, including Logic, Metaphysics, Social and Political Philosophy, Philosophy for Children (P4C) and courses on Death, along with many independent study courses, including On Happiness, and Indian Philosophy of Language. She has published in a range of areas from Indian philosophy of Mind to Japanese and Continental Philosophy to Philosophy for Children.
Education
Ph.D., Philosophy, University of Hawai’i
M.A., Philosophy, Ohio University
B.A., Philosophy, Ohio University
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Favorite Courses
Existentialism
In this class we will study the writings of the some of the most interesting and influential philosophers of the 19th and 20th century, including Kierkegaard, Nietzsche, Heidegger, and Sartre. These philosophers bring our attention back to fundamental aspects of our own existence and experience and so have been classified together as 'existentialist'. Existentialist philosophers don’t offer us a philosophical movement, or any set of philosophical claims, or even methods. These philosophers aimed to lead us to our own point of view by giving us access to their singular points of view. They bring our attention to essential aspects of being an existing individual, and as both subject and object. Turning our focus back to the experience of being 'the existing individual', and recognizing the reality or 'truth' of our own subjectivity, has been a significant movement in the history of philosophy. This revival of the real (experiencing) subject has been pivotal for philosophical and social and political developments in the 20-21st century.
Indian and Buddhist Philosophy
This course is an introduction to Indian philosophical traditions including Buddhism.
We begin with the Vedas and Upanisads, at the beginning of written history and with some of the earliest writing we have. In these ancient Sanskrit texts we find the seeds of a complex and analytical philosophical tradition, giving rise to a detailed development through theoretical debate with opposing schools lasting over a millennia.
From these early profound expressions of Indian philosophy, we turn to the seminal text of Indian culture and thought, the Bhagavad Gita, or Song of God. We will explore the ethics of the Gita with the study of Yoga philosophy, including parts of the Yoga Sutras, and will discuss the pervasion of the philosophy of yoga in the Indian philosophical and religious traditions, as well as its appropriation of this tradition and these ideas in the West. This text has been said to give the distillation of Indian philosophy offering its essence. In this text we also find the presentation of the views of two central strains of Indian philosophical thought: Advaita-Vedanta and Samkhya-Yoga. We will read from these schools most significant and most expressive texts, as well as secondary sources clarifying these philosophies.
After establishing this background in Classical Indian philosophies we will turn to Buddhist Philosophical developments. The Buddha lived relatively early in the development of Indian philosophies and the schools developed in argument with one another. In this enduring conversation, Buddhism is often involved and its traditions often hold views antithetical to central views held in common by other schools, and we will explore these important differences. We will also look at what is shared in these Indian traditions and its significance and in relation to more familiar Western philosophical ideas. There are also many divergences among and between these traditions on many issues and ideas. We will read excerpts from the Theravada and Mahayana traditions, including the words of Buddha and important Buddhist texts. We will end with a short introduction to the development Chan Buddhism in China and then Zen in Japan.
Philosophy for Children (P4C)
P4C stands for ‘Philosophy for Children,’ and is an innovative international pedagogical movement meant to foster inquiry and critical thinking skills in a shared community.
When we do philosophy with children (P4C), we don’t teach philosophy. Instead, we facilitate group discussion among students. P4C is most often at the elementary level, but can be done with any grade or group and the methods of P4C and their practice are useful far beyond the classroom.
With the Philosophers Toolkit for understanding one another in hand, and the rules and practices of doing P4C in shared community, together we discuss issues concerning the students and explore ideas that they are interested in. Through the practices of inquiry and critical thinking skills, students consider their own thinking and that of others on interesting and important questions. These may be questions that we often don't take time to explore. “Why does someone become homeless and why do we treat them badly?” a fearless group of students in Hawaii asked after one of them had thrown stones at a man living on a beach the day before. Children have innumerable ideas and questions; things they think and wonder about and want to talk about, and practicing P4C in the classroom gives us the opportunity.
The idea of P4C, and the P4C program was created by Matthew Lipman at Montclair State University but the ideals of P4C, and the importance of developing the thinking skills and practice of community inquiry can be traced to John Dewey and the requirements for genuinely democratic societies. And P4C has been called ‘philosophy for everyone,’ and its use and benefits extend far beyond the classroom. The methods of P4C enable us to engage and discuss critical issues together in a critical and productive way without being critical of others or being criticized by others. These methods of engagement and inquiry and this model of pedagogy are essential to productive dialogue and understanding.
The experiences we have doing P4C in the classroom are exciting and unique. It is very fun, often enlightening, and always interesting!
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All Special Topics Courses in Philosophy
(These courses are student-interest driven)
Recent Special Topics:
- Philosophy of Time
- Phenomenology
- Yoga Philosophy: Patanjali’s Yoga Sutras
Recent Independent Studies:
- Metaphysics
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Recent Papers
“De and Yin: Can Daoist philosophy offer us a new feminism?” Society for Asian and Comparative Philosophy (SACP) Conference, Beijing China 6/2017
“Going without-going: Going without-going: Conclusions on present time from a Nyāya-Buddhist debate,” American Philosophical Association Pacific meeting, March 2017
“Phenomenologies of Place” Philosopher’s Roundtable, Antioch College, October 2016
“The Place of the Body in Nishida Kitaro’s Phenomenology of Place,” Philosopher’s Roundtable, Antioch College, January 2017
“Living Places,” 11th international Philosophers East-West Conference on ‘Place,’ East-West Center, University of Hawai‘i at Mānoa, May 23-June 12016
“The Conversion of Opposites: Speculative Metaphysis and the Appreciation of Beauty in Whitehead’s Philosophy and Daoist Thought,” Society for the Advancement of American Philosophy (SAAP) 43rd Annual Convention, University of Oregon and Oregon State University, March 3-6 2016
“The Transitivity of External Good-ness and It’s Significance,” response paper to M. Cashen “Aristotle on External Goods: Applying the Politics to the Nichomachean Ethics,” Indiana Philosophical Association (IPA) Conference Response Paper, November 12-14 2015
Selected Publications
“The Logic of Dao” submitted to Frontiers in Chinese Philosophy (FPC), Brill Publishing, Submitted 6/2016, in third and final review 3/2017.
“The Place of the Body in the Phenomenology of Place: Edward Casey and Nishida Kitaro.” In Place. Edited by Peter D. Hershock and Roger T. Ames. Honolulu: University of Hawai'i Press, forthcoming.
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Rahul Nair is an Assistant Professor of World History at Antioch College. Previously he has served as an Assistant Professor at Georgia Gwinnett College in Lawrenceville, Georgia (2012-13) and at the University of Denver in Denver, Colorado (2005-12). He received his doctoral degree in History with a specialization on South Asia, from the University of Pennsylvania in 2006, after graduating with an M.A. in Modern Indian History from Jawaharlal Nehru University in New Delhi, India. His areas of specialization include South Asia, imperialism, and world history. He is currently working on a book titled, The Rise and Decline of India’s Population Problem in the Twentieth Century. He is fluent in Malayalam, French, Bengali, and Hindi.
EDUCATION
- Ph.D., History, University of Pennsylvania, 2006
- M.A., History, Jawaharlal Nehru University in New Delhi, India, 1998
- M.A., Economics, University of Delhi in Delhi, India, 1996
- B.A., Economics, University of Kerala, 1993
COURSES
- HIST 105: The World Beyond: Cultural Imagination, Exchanges and History In this foundation-level course, students will study how people in various parts of the world imagined what was beyond their everyday experiences, particularly across the oceans, and how these imaginings often motivated them to venture out to make contact with these other worlds for purposes of trade, resettlement, and conquest. The course will use early texts of various cultures, travelogues, diaries, ship captains’ accounts, newspaper articles, and other sources to reveal the voices of the participants in historical events.
- HIST 226: World History II, from 1500 CE to present This course provides students with an understanding of the changes experienced by peoples in Asia, Africa, Europe, and the Americas as the interaction between these peoples increased as a result of exploration, trade, and conquest. Topics to be covered will include the global impact of the Trans-Atlantic slave trade, the establishment of colonies by European nations, the growth and expansion of militarism, the development of foreign policies to manage the interaction between nations, the decolonization movement, and the growth of the global economy.
- HIST 334: The History of a Person: Gandhi Gandhi’s iconic status both in India and abroad owes much to his leadership role in the struggle for Indian independence from British rule. His own life was roughly coterminus with the Indian national movement, which in 1947 resulted in the creation of two nations, India and Pakistan. Gandhi’s philosophy of non-violence, political morality, and critique of western modernity were developed in the context of and are inextricably linked to the history of the Indian nationalist movement. In the first part of this course we look at the origins and trace the development of an Indian national movement that was already half a century old when Gandhi came onto the scene. We then examine how under Gandhi’s leadership the nationalist movement becomes a mass movement that culminated in both the tragedy of partition and the triumph of independence.
SCHOLARLY ACTIVITIES
SELECTED PUBLICATIONS
- Book Manuscript: The Rise and Decline of India’s Population Problem in the Twentieth Century (under contract with Routledge)
- “The Planning of Birth in the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952,” under review in South Asian History and Culture.
- The Population Problem in Inter-war India and China, Panel Organizer, 2017 American Historical Association Conference, Denver, 5-8 January 2017.
- The Planning of Birth and the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952, 2017 American Historical Association Conference, Denver, 6 January 2017.
- The Pitfalls and Potential of Teaching Gandhi to American Undergraduates, Presenter, Roundtable on Teaching South Asia in the U.S. and the Midwest: Strategies, Challenges Possibilities. 2016,Ohio Academy of History Annual Meeting and Conference, 1-2 April 2016.
- Sex and the Nation: A Tale of Two American Visitors to India, 2013, International Conference on South Asian Studies, Leiden, 6-7 December 2013.
- “The Construction of a ‘Population Problem’ in Colonial India 1919-1947,” in Journal of Imperial and Commonwealth History (2011), 39:2, 227-47.
Recent News
PBS to premiere film by Wendy Ewald ’74
Portraits and Dreams, co-directed by Wendy Ewald '74, will premiere on PBS on September 7, 2020. A companion book will be published by MACK Books. Portraits and Dreams, "revisits photographs created by Kentucky schoolchildren in the 1970s and the...
