Migrant knowledge is not so much a concept as it is a research agenda.1 It can foster work on what migrants know about their world, and it challenges us to think more about what societies, including states, know about migrants. In Part I of my reflections on our sister blog, Migrant Knowledge, I highlighted posts that focused on the knowledge of and about migrant children and youth. Here I turn to a rich set of posts that treat societal knowledge about migrants from the perspective of two elite groups, so to speak, the state and its agents, on the one hand, and scholars, here primarily historians, on the other hand. Two additional perspectives appear in these accounts: the entanglement of state knowledge about migrants with the knowledge that migrants develop about the state and its expectations, a big theme here, and the influence that scholarship can have on migration policy and outcomes.
A lot of interesting material has been published over at Migrant Knowledge since its inception nearly three years ago. If the material could just as easily have found a home here, it was produced for our sister website as part of a specific research program linked to a broad network of scholars, on the one hand, and related research activities coordinated by the GHI’s Pacific Regional Office, on the other. The site’s conceptualization is different from ours, but its contributions deserve to be read by all who are interested in histories of knowledge. Indeed, we have occasionally crossposted on both blogs in order to point out this overlap.
A little article about this blog that I wrote with Kerstin von der Krone is now open access. See “Blogging Histories of Knowledge in Washington, D.C.,” in “Digital History,” ed. Simone Lässig, special issue, Geschichte und Gesellschaft 47, no. 1 (2021): 163–74. The abstract reads:
The authors reflect on their experiences as the founding editors of the History of Knowledge blog. Situating the project in its specific institutional, geographical, and historiographical contexts, they highlight its role in scholarly communication and research alongside journals and books in a research domain that is still young, especially when viewed from an international perspective. At the same time, the authors discuss the blog’s role as a tool for classifying and structuring a corpus of work as it grows over time and as new themes and connections emerge from the contributions of its many authors.
Nearly two years ago, Shadi Bartsch tweeted five tenets for understanding knowledge that now appear the on website of the center she directs at the University of Chicago, namely the Stevanovich Institute on the Formation of Knowledge. These tenets deserve further elucidation and discussion, a process I'd like to begin on this blog, starting at the end:
- Knowledge at any given time is exactly equal to what people think is true. As such, sub-knowledges, unauthoritative knowledges, and disputed knowledges can all exist simultaneously inasmuch as “people” is a plural concept.
We are publishing the following information in conjunction with the German Studies Association’s 2020 virtual conference, which runs from September 29 to October 4.
With instructors and students facing many more months of online teaching and learning, I would like to briefly highlight some blog posts in the history of knowledge that might prove useful to those working on various aspects of German history, culture, society, and language. The selection comes from two blogs that I co-edit for the German Historical Institute, Washington, DC, and its Pacific Regional Office at UC Berkeley, namely, History of Knowledge and Migrant Knowledge. I was initially inspired to identify such pieces by the German Studies Collaboratory’s own efforts to foster collaboration and experimentation during the pandemic. Appropriately, none of the articles are behind a password or paywall, and their average length is only some 2,000 words. They might be useful for students’ own research or for assigned class readings. If you are using blog posts as assignments, the posts in this list might also serve as instructive examples, for better or for worse, depending on the assignments you envision.
Jim Grossman, executive directer of the American Historical Association, reflects on what historians can do in these challenging times. Not surprisingly, communication is front and center, but his suggestion is more nuanced and very in tune with this period of myriad small publics: “Historians know lots of things that matter in the current moment. Find your niche. Identify an audience.”
On this May Day, it is interesting to read a Progressive Era speech by Florence Kelley from December 1905 entitled “The Federal Government and the Working Children.” 1 Kelley was arguing for a federal solution to the dearth of accurate and timely data about child labor in the United States. The industrial and agricultural interests that objected to a federal role, she pointed out, were quick to band together when it came to demanding protection for their own commercial interests.
Never again can it be a matter of merely local concern what hours the children are working. They will be the Republic when we are dead, and we cannot leave it to the local legislators, here and there, to decide unobserved what sort of citizens shall be produced in this or that State, whether they shall be strong in body, mind and character, or whether they shall grow up enfeebled by overwork in early childhood.
Of course, compiling and disseminating the data would have political consequences.
The polarizing contemporary debate on science in the United States could be extraordinarily interesting for historians of knowledge, if it were occurring in the past. Still, if we could divert our attention from the news for a moment, we might find it offers some food for thought.
In the midst of the current conversation, which is experiencing renewed fervor under the new administration, the Twitterverse is exploding with talk of “truthiness,” “alternative facts,” “fact-based journalism,” “fake news,” and “lies.” This rhetoric encompasses not just climate science but also everyday policy-making and “s/he said” – “s/he said” arguments. It is easy to get caught up in this conversation, whose ideological and epistemological battle lines seem so clearly drawn, but one thing gets lost—most of the time, anyway.
The handwriting on this fascinating image taken inside the British Museum Library, ca. 1906, reads, “More than forty miles of shelves, two millions of books, and ‘of the making … is no end.’” The accompanying summary at the Library of Congress appears to get something wrong, however: “Photograph shows the book stacks in the reading room of the British Museum library, London, England.” This scene shows an important aspect of this library’s support for reading and research, but it should not be mistaken for part of a reading room.