BiblioVault - Books about Bender, Thomas

America on the World Stage

A Global Approach to U.S. History

Organization of American Historians. Edited by Gary Reichard and Ted Dickson

University of Illinois Press, 2007

Recognizing the urgent need for students to understand the emergence of the United States' power and prestige in relation to world events, Gary W. Reichard and Ted Dickson reframe the teaching of American history in a global context. Each essay covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations. For each historical period, the authors also provide practical guidance on bringing this international approach to the classroom, with suggested lesson plans and activities. Ranging from the colonial period to the civil rights era and everywhere in between, this collection will help prepare Americans for success in an era of global competition and collaboration.

Contributors are David Armitage, Stephen Aron, Edward L. Ayers, Thomas Bender, Stuart M. Blumin, J. D. Bowers, Orville Vernon Burton, Lawrence Charap, Jonathan Chu, Kathleen Dalton, Betty A. Dessants, Ted Dickson, Kevin Gaines, Fred Jordan, Melvyn P. Leffler, Louisa Bond Moffitt, Philip D. Morgan, Mark A. Noll, Gary W. Reichard, Daniel T. Rodgers, Leila J. Rupp, Brenda Santos, Gloria Sesso, Carole Shammas, Suzanne M. Sinke, Omar Valerio-Jimenez, Penny M. Von Eschen, Patrick Wolfe, and Pingchao Zhu.

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Budapest and New York

Studies in Metropolitan Transformation, 1870-1930

Thomas Bender

Russell Sage Foundation, 1994

Little over a century ago, New York and Budapest were both flourishing cities engaging in spectacular modernization. By 1930, New York had emerged as an innovating cosmopolitan metropolis, while Budapest languished under the conditions that would foster fascism. Budapest and New York explores the increasingly divergent trajectories of these once-similar cities through the perspectives of both Hungarian and American experts in the fields of political, cultural, social and art history. Their original essays illuminate key aspects of urban life that most reveal the turn-of-the-century evolution of New York and Budapest: democratic participation, use of public space, neighborhood ethnicity, and culture high and low. What comes across most strikingly in these essays is New York's cultivation of social and political pluralism, a trend not found in Budapest. Nationalist ideology exerted tremendous pressure on Budapest's ethnic groups to assimilate to a single Hungarian language and culture. In contrast, New York's ethnic diversity was transmitted through a mass culture that celebrated ethnicity while muting distinct ethnic traditions, making them accessible to a national audience. While Budapest succumbed to the patriotic imperatives of a nation threatened by war, revolution, and fascism, New York, free from such pressures, embraced the variety of its people and transformed its urban ethos into a paradigm for America. Budapest and New York is the lively story of the making of metropolitan culture in Europe and America, and of the influential relationship between city and nation. In unifying essays, the editors observe comparisons not only between the cities, but in the scholarly outlooks and methodologies of Hungarian and American histories. This volume is a unique urban history. Begun under the unfavorable conditions of a divided world, it represents a breakthrough in cross-cultural, transnational, and interdisciplinary historical work.

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The Education of Historians for Twenty-first Century

Thomas Bender, Philip M. Katz, Colin Palmer, and the Committee on Graduate Education (AHA)

University of Illinois Press, 2004

An examination and analysis of history education in American colleges and universities

In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions.

Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the

Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.

Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.

As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.

Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

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Urban Imaginaries

Locating the Modern City

Alev Cinar

University of Minnesota Press, 2007

For millennia, the city stood out against the landscape, walled and compact. This concept of the city was long accepted as adequate for characterizing the urban experience. However, the nature of the city, both real and imagined, has always been more permeable than this model reveals.

The essays in Urban Imaginaries respond to this condition by focusing on how social and physical space is conceived as both indefinite and singular. They emphasize the ways this space is shared and thus made into urban culture. Urban Imaginaries offers case studies on cities in Brazil, Israel, Turkey, Lebanon, and India, as well as in the United States and France, and in doing so blends social, cultural, and political approaches to better understand the contemporary urban experience.

Contributors: Margaret Cohen, Stanford U; Camilla Fojas, De Paul U; Beatriz Jaguaribe, Federal U of Rio de Janeiro; Anthony D. King, SUNY Binghamton; Mark LeVine, U of California, Irvine; Srirupa Roy, U of Massachusetts, Amherst; Seteney Shami, Social Science Research Council; AbdouMaliq Simone, New School U; Maha Yahya; Deniz Yükseker, Koç U, Istanbul.

Alev Çinar is associate professor of political science and public administration at Bilkent University, Turkey. Thomas Bender is university professor of the humanities and history at New York University.

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