Cross-Posted on the Imperial and Global Forum
Last week, I came across two provocative blog posts, at The Junto and the Imperial and Global History Network (IGHN), on teaching global history that got me thinking reflectively about my own recent experiences of approaching American and British imperial history from a global historical perspective. The big takeaways from both pieces seem to be: 1) teaching global history is a challenge not just for students but for teachers; and 2) that the net positive from teaching history from a global vantage point at the graduate level far outweighs said challenges. However, The Junto’s Jonathan Wilson concludes by quite explicitly questioning whether global historical approaches are in fact suitable for the first-year undergraduate classroom.
History does not repeat itself. The historians repeat one another.
—Max Beerbohm, 1896.
Historians are often charged — sometimes correctly — with precipitously proclaiming a “new” field of study: a field that, upon further investigation, is shown to be remarkably similar to earlier turns in the historiographical timeline. The post-colonial and subaltern “turns” of the 1980s are cases in point, as they, however unwittingly, tended to ignore the prodigious and overlapping work within Area Studies that had appeared in preceding decades. I duly began to wonder if the term “global history” might prove to be yet another illustrative example.
Indeed, in recent months, historiographical debates have arisen at the New Global History Forum, the Imperial & Global Forum, and the New Republic, among others, over the promises and perils of the growing field of global history. Despite our disagreements, there was common consensus that “global history” was a relatively new historiographical phenomenon that arose in the 1990s — and one that rose in popularity in the early 2000s.
But is “global history” really so new?