SHOT 2018 Schedule

Where is Kat? IMG_0905

–Afternoon arrival
–4:30ish pre-Plenary meetup

–7am Grad Breakfast
–8am Graduate Students’ Flash Talks
–10:30am Future of SHOT: Gateways to the Next 60 Years
–3:30pm Technology, Modernity, and Human-Animal Relations
–SHOT Business Meeting
–8pm Grad Mixer

–8am Graduate Student Workshop I 
–10:30am Graduate Student Workshop II 
–ECIG Lunch
–1:30pm An Offering of Tools, and Advice for a Post-Grad Work/Life; Or, ‘Get a Job!’
–3:30pm Navigating Technological Color Lines: Networks and Mobility in African American History
–5:30 Linda Hall Library/Maintainers

–Leaving ultra early

ASEH & ASEH Tweets



  I’ll be presenting for ASEH tweets on Thursday, March 8th, 1pm PST, and at ASEH in the lightning talks Thursday, March 15th at 1:30pm. I will also be at the main, grad, and WEH receptions at ASEH, the FHS lunch, and of course all the equine panels.






What will I talk about? What these have in common:

caspian #8103
Gypsy Vanner Horse stallion "Kushti Bok"
© Mark J. Barrett 2001





WSECS Success!

     WSECS is always a welcoming conference, but being able to present with another equine historian this year was a joy. I presented on various re-imaginings of the baroque “tiger” horse, and Janice presented on the development of a divide in medical knowledge between riders and Albeytar in Castile. We had a small but astute audience, and a lively conversation after our papers that ranged seven centuries and four continents. Between the two of us, we could answer most questions, but it was especially wonderful to be able to suggest other equine history specialists. For this question, Kathryn Renton, for that one, Hylke Hettema, and for this read Sandra Swart’s latest. We are no longer silos!

And, of course, to be able to announce the first EHC conference.


     “Before we start, I’d like to say a few things about our third presenter, who unfortunately could not be here today. I spoke with Dani about her project last year, when it was a mere glimmer of an idea. What I found exciting, and why I invited Dani to be a part of this panel, was that she is working on the transmission of equestrian culture between Italy and Germany (or rather, Italian and German) directly, rather than via France. French horsemanship has dominated our field. Much of medieval and early modern equestrian culture in Europe was centered on France. So much so that, even though modern Olympic dressage is very much based on the 19th c German model, the language remains French. We still speak of piaffe and passage, levade and capriole. Cavendish opened his 1667 treatise with a geaneology of horsemasters, and in it quips that “the French think, That all the Horse-manship in the World is in France.”  Within equine history, it is all too easy to replicate this focus. However, while French riders, and French writers- Cavendish himself wrote his treatise originally in French- may have claimed primacy, they were not the only agents. Today we will try to tell some different stories.

     Given the theme for this weekend, I will be covering a rather long period of time, from the Baroque to the modern. I will begin with the baroque “tiger horses,” and then show three ways in which they have been reimagined, and recreated. In modern parlance, baroque breeds are those that are heavier than the typical warmblood, but without being draft-like. The Iberian breeds and the Friesian are easily recognized as “baroque,” despite the former predating that period and the later being comparatively young in its current form. The Knabstrupper has a “baroque” registration category, despite having a well-documented 1812 foundation date. Tack and riding styles likewise have forms described as “baroque,” despite often being only tangentially related to that time period. They are based, not on the history of a single moment in time, but rather on the layers of memory that have accrued upon that moment. Each layer adds strength to the memory, even as it obscures the lives and events being recalled.”

CFP: Baroque Horses & Horsemanship

The theme for WSECS 2018, to be held Feb. 16 & 17, 2018 in Las Vegas, is Conversing among the Ruins: the Persistence of the Baroque. 


   In modern parlance, baroque breeds are those that are heavier than the typical warmblood, but without being draft-like. The Iberian breeds and the Friesian are easily recognized as “baroque,” despite the former predating that period and the later being comparatively young in its current form. The Knabstrupper has a “baroque” registration category, despite having a well documented 1812 foundation date. Tack and riding styles likewise have forms described as “baroque,” despite often being only tangentially related to that time period.


  I am looking for additional presenters for a panel on Baroque Horses and Horsemanship; either the baroque period itself, being the seventeenth and early eighteen centuries, or the remembrance of it in the late eighteenth and early nineteenth centuries. This period encompasses many notable equestrian works, including Newcastle (1658), with his fondness for Iberian horses, through Baucher (1842).


   E-mail proposals to by Sept. 29. EDIT: the WSECS deadline has been re-extended.  E-mail proposals to by Nov. 10

This young Andalusian developed the “baroque” neck early


Is the MA dead?

I presented this paper at Drew University’s Crossroads: The Future of History Graduate Education

     The call for papers for this (thus far fantastic) conference asked for graduate perspectives. I am a first year PhD student, and this is my perspective. Or rather, my story, from which I hope a very familiar perspective can be seen. I would like to give you a bit of my history as a student to show why a terminal MA program was both necessary and beneficial for me, even though when I entered my MA I intended to continue to the PhD. Perhaps less entertainingly, I will present some of the issues students seeking MAs face, and the value I see in the masters as a separate degree.

     Yesterday, Dr.Cassuto mentioned that most students who go on to graduate school did so because they were inspired by a professor. I am no different. Six and a half years ago, I returned to academia after an interlude in horse farming (long story). I was, officially, a psychology major. That is what I had been six years before that when I was barely managing to not fail out, simply for lack of caring. That first semester back, I took a medieval history class. For fun. Literally. I called it my fluff class. It happened to fit my schedule. And, hey, I liked the renn faire as a kid.

     Well, it was fun. But, more than that, it was inspirational. There was something I cared about studying. It wasn’t just the past, it was a study of humanity. I walked out of that class, into the history office, and immediately changed my major. Even so, I had no further ambitions. I was in school because I’d always felt bad about leaving my degree unfinished, and I needed something to do. But after a year or so in the program, I started thinking about teaching. I had taught riding lessons, and loved it. I was enthralled by my history classes, and admired professors that could somehow marry critical thought with technocolor storytelling, and who could engage with difficult topics through the lens of the past. But, I had many, many friends who taught high school, and they all told many of the same horror stories about the job market that we have heard here. And, more importantly, I didn’t really want to teach high school. I didn’t even consider graduate school ­– I am a first generation college graduate. But I kept taking classes with the professor from that first medieval class, (I was not alone. There were a few of us who joked we majored in Dr. Lipton, not history) and realized that I would really love to be able to have a job like hers. So, at the tail end of spring before my senior year, graduate school was very suddenly something to consider.

There was one problem.

     I didn’t know Latin. And Latin wasn’t offered that year. I was a medievalist. This was a death knell.

     There was no way I was getting into a doctoral program without Latin, and with my initial, though far out of date, poor grades. I had been considering my school’s 5-year BA/MA program, which might have helped me solve these problems, but I was advised by several faculty members that I would benefit both as a scholar and on the job market if I went to a different school for my MA. They also suggested that going to separate institutions for my MA & PhD would be an advantage, even if I was lucky enough to be admitted straight to a PhD.

So– I had a plan! I finally had a goal for my own education. I started gathering information on masters programs.

     And was very distressed by what I found. There were very, very few stand alone History MA programs out there. Even fewer that weren’t tailored exclusively to high school teachers. Only a handful of the rest had medieval programs. And forget about funding, so that further limited both the number and quality of programs I could apply to.

Sounds a little grim, right?

It got grimmer.

     Several programs I contacted, who did have MA programs listed, apologized and informed me they were no longer offering terminal MAs. One told me directly that “the MA was dead” and all separate MA programs would soon be closed. I ended up applying mostly to California State Universities, which did not at all upset me, and did receive a few admittances- San Jose’s came with apology that they were no longer offering a medieval program, though they would be happy to have me in world history since they closed the program after my application was in.

     Despite the daunting search, I did land in an MA program, at California State Universtiy, Fresno (where I met my co-panelist Greta Bell). And of course, I did take Latin and had a much cleaner transcript to send with my PhD application, so my goals were met. I am far from alone in not considering graduate school until late in my undergrad career, and many students have these gaps that MA programs fit perfectly.

     So, were they right? Did it benefit me on the job market and as a scholar? Well, as to the first, I don’t know yet, though it seems likely from everything I have heard here, as well as from speaking with job candidates interviewing at UC Riverside. As a scholar? Without a doubt. I had new professors to work with and learn from. But I also had new students, and their perspectives had just as much effect on me as a researcher and as a student. My partner was in the English program at Fresno State (I know we were beyond lucky to get in to the same school in the same year). The English students, being for some reason more interested in writing than History students, had graduate writing group. I tagged along one day, and they very kindly let me stay. The lone medievalist in the group was actually thrilled to have someone who had some context for his writing. Eventually, since my research relied very heavily on literary sources, I even submitted my own writing. Having their extra-departmental comments on my work helped me immeasurably.

     I had a writing group at the end of my BA, and my current cohort is putting one together. So that wasn’t really unique to the MA. Except each one has been different, and as Greta has discussed, simply getting out and talking with other students is invaluable. The more perspectives the better. Through that writing group, I got a job at the Graduate Writing Studio, and encouraged Greta to apply there as well. Good programs talk about networking at conferences, but often these internal networks are taken for granted. From one day of having an hour to kill and attending another department’s writing group, a cascade of connections was formed. The following year we put together both a history writing group to focus on our own discipline, and a humanities writing group where we came together to make sure we weren’t living in an echo chamber. At the time it was just English, history, and a lone classicist I had met TAing for my Latin professor– another network connection–, but we all had something to add, and so much to learn. These opportunities multiply when we attend a variety of institutions.

     What was more unexpected was how the MA prepared me as a student. It shouldn’t have been surprising, but it was. There is a large difference between a terminal MA, and an MA enroute to a PhD.  The step from my intensive senior year with my undergraduate thesis into a masters program was very manageable. The step from my MA to my first year in a doctoral program has been manageable. I think, had I leaped directly from undergrad to PhD, I would have broken something. I am lucky that my current department is fantastic and supportive and cares about its students, and that my undergraduate program was rigorous, but even so the difference in culture, in responsibilities, in research skills, and in writing skills, is immense. I look around at the other students in my cohort, and though we are as yet all staying afloat, most of those who came straight out of BAs are struggling and stressed almost to breaking. Those who have come out of MAs or postbac programs have largely hit their stride, just two quarters in.

     MA programs, thankfully, are not actually dead. However, they are dwindling, and often the unique needs of MA students are overlooked. MA students, even more than PhDs, are there for a wide variety of reasons. One plan does not fit all. Some want to teach k-12, some want to fill gaps in order to prepare for a PhD program, some want to do public history or go into business. Many of the remaining MA programs seek to specialize in just one of these tracks. I find three problems with this. The first is that this prevents MA students from learning from those in other tracks, or broadening their professional skills­– something that is critical in the current unpredictable job market. The second is that some MAs have goals entirely outside these tracks. And the last being that some MA students don’t know what they want to do, or don’t have a clear idea of the options when they enter the program.

     For example, our third panelist, Katy Hogue (who was not able to make it) had gone into the MA planning to teach k-12. However, through an internship with the Fresno Historical Society, at the time just a way to earn a few dollars, she discovered she loved public history and had a lot to offer the local community. That internship turned into a full time position, which is why she is not here today. MA programs are a valuable part of both graduate education and community development. They serve a unique purpose for both “traditional” and professional track academics, and deserve to have their own renaissance.

Reconstituting History

    This past weekend I presented at WSECS, which ended up being an absolutely lovely conference (I’m already trying to come up with an abstract for next year!). The reception on Friday included a demo/lesson in English country dance, which was great fun and sparked plenty of conversation about eighteenth century social structures. Dr. Tomko, who had arranged the program and patiently instructed a large group of novices, afterwards commented on the differences between studying modern dance, where there are often films, and historical dance.

“What happens when we have to reconstitute the dance in order to study it?”

Any conference that feeds me this much cheese is awesome.
In this case, it was just a bonus.

I feel this is pertinent to any number of historical inquiries, but most especially kinetic “objects” like dance…and of course, riding. Simple things like why riders remained perpendicular to their horse in levade (which today seems an odd and dangerous habit), become clear when you sit in their high-pommeled saddles (no one wants to be punched in the gut by their saddle). The more complex the movement, the more likely we are to miss something examining it purely in the theoretical. Ideas of “personal space” and social connections become concrete experiences in reconstituting dance. The difficulty, of course, is being precise as to what, from whom and when, is being reconstituted.

We could all learn a little from dance historians.