Well, folks, it’s the one year anniversary of this website, so it seems like time for me to think about what I’ve done.
I say that I’ve been “writing dangerously” not because anything I’ve written here has been particularly provocative, but rather because doing anything other than keeping your head down and publishing your ass off is often framed as “dangerous” for young scholars, particularly those of us living life on the job market.
All in all, I’ve liked the space I have here, and I’ve liked what I’ve done with it. People often ask me if my writing here takes a lot of time, the unspoken question being “Does this take away from your real work?” I can honestly say no, it doesn’t take a lot of my time, but that’s mostly because the things I write about are things I’m already thinking about. Sometimes I poke at a draft of something for a while, but most of the time, I’ve thought it through in my head by the time I sit down to write. Heck, the anniversary of this blog was actually two days ago, but I wasn’t ready to sit down and write this till today, so I didn’t!
I’ve written a lot on teaching, and some on the intersections between the past and the present, and now I write about both of those things on other blogs too: Teaching United States History and The Daily Context. I have also written a bit on the strange historiographical and disciplinary conventions I find myself tangled up in. Those have been some of my favorite pieces to write, and they’re the ones that will always stay here, I think, because they’re so central to my scholarship.
I can’t say what any of this writing has done for anyone out there, but I think it’s done some things for me. It’s certainly helped me practice writing in a different voice, to such an extent that I can really feel the shift between this voice and the more scholarly voice I use in other forms of writing. Sometimes it feels like I have a bad kickdown cable, honestly. But I think being aware of these different voices has helped me refine each one, just a little.
It’s also just helped me think better. My high school had signs in all the classrooms that said “Writing is Thinking,” and I’ve done a lot of thinking through writing in this space. As a result, I’ve put a lot of in-process thoughts out into the world, which is sometimes tough, and I know that some might find it dangerous for an early career scholar. But really, isn’t every bit of writing we put out into the world unfinished in some way? As long as I don’t claim that what’s here is the equivalent of peer-reviewed writing – and it is most certainly not – I think I’m okay with it.
So, in this age of data, let’s look at what people read.
My most-read piece was this description of think-alouds, the assignment I use in my intro classes. Second, another piece on teaching, “Teaching religious n00bs and skeptics.” which also received the most comments by far. Both posts deal with something that I think we don’t talk about enough when we talk about teaching – the assumptions our students bring with them when they enter our classes and approach the texts we give them. I remember the Twitter conversations that erupted over the second post, mainly from scholars who were aghast at the lack of religious knowledge my students generally bring to the classroom. But my goal with both of these – and indeed with all of my posts on teaching – was never to shake my head at “kids these days.” I cannot claim to have figured out how to deal with my students’ assumptions and blind spots, but it seems fruitful to continue thinking about them and comparing notes with each other.
The #3 piece on my list of the most-read is one that I really liked, but that generated almost no response at the time, so I was really surprised to see it ranked so highly. I didn’t think many people read it! It was a piece I wrote just before Christmas about my frustration with the “Hillary didn’t win the working class” narrative, a narrative built on ideas about labor, race, and gender. She did win the working class, and she did talk about labor issues, but since the dominant image of “the worker” in America continues to be a white man with a wrench (or a coal miner’s helmet), policy proposals delivered by a woman that aimed to help workers who were also women, people with disabilities, immigrants, and non-white Americans were written off as things for special interests, not “American workers.” I actually think the piece holds up even better all these months later.
There are two pieces I wish more people had read and engaged with: last fall’s “The planks in our own eyes” and the more recent “Confessions of a horse shed historian.” The first dealt with my discomfort as a historian of Catholicism in the broader field of American religion, and the second with my discomfort as a historian of things non-religious in the field of American religion. I understand why some people might have worried that I was attacking their scholarly priorities; I can assure you that was never my intention. But I do think the people who engaged with both were generally those who, I suspect, feel these same discomforts in their own scholarly lives, and I hope my giving voice to them was helpful.
We’re always telling our students to think about audience when they read a text. When I started here, I wasn’t sure who my audience would be, or even if I’d have an audience. I’m still not actually sure on either count. But I’m going to keep doing it, and if anything I’ve written or anything I write in the future is interesting or helpful to those of you who do read, I’m going to count that as a win.