Caryn McTighe Musil at the Association of American Colleges and Universities has written a short programatic article on what the humanities can offer in current disputes over immigration in the United States. Her recommendation that curricula “include a focus on citizenship” suggests one way in which education and knowledge can figure into social, cultural, and political developments in societies with significant levels of immigration.1 Many of us take citizenship for granted, having, for example, the good fortune to know precious little about statelessness.2 Musil’s present-oriented intervention is interesting for the history of knowledge because her recommendations for curricular and other forms of public engagement with these issues suggest a possible historical research agenda too, one that extends well beyond the United States.3
Mark Stoneman holds a PhD in history and is an editor at the GHI, Washington, DC.
- Caryn McTighe Musil, “Clashes Over Citizenship: Lady Liberty, Under Construction or On the Run?,” Diversity and Democracy 20, no. 1 (Winter 2017), ↩
- On statelessness in twentieth century, see Miriam Rürup, “Lives in Limbo: Statelessness after Two World Wars,” Bulletin of the GHI 49 (Fall 2011): 113–34, ↩
- An example from Germany: Simone Lässig, “History, Memory, and Symbolic Boundaries in the Federal Republic of Germany: Migrants and Migration in School History Textbooks,” in Migration, Memory, and Diversity: Germany from 1945 to the Present, edited by Cornelia Wilhelm (New York: Berghahn Books, 2016), chap. 5. ↩