Elizabeth Keohane-Burbridge – författare

For too long graduate school was viewed solely as a pipeline to teaching positions at colleges and universities. As MAs and PhDs proliferate and opportunities in the academy narrow, this timely book reminds us that the academy is only one of many venues for satisfying and successful scholarly endeavor.The contributors to Independent Scholars Meet the World represent a spectrum of graduate school experiences, from leaving midprogram to completing an MA or PhD. They include those who sought nontraditional paths and others who started in the familiar professorial direction only to change course. Ultimately, they are independent scholars - contributing to their fields but working outside the academy. Their stories illustrate the variety of options that exist beyond the university setting, from museum education and high school teaching to newer professions like podcasting and creating historical coloring books. These scholars impart advice about encountering difficulties, overcoming challenges, and learning to adapt to changing circumstances. All have something to share that the graduating scholar and those who guide them ought to hear about - cultivating networks; viewing departure from familiar terrain as an option, not a failure; and understanding the real value that an independent scholar brings to any number of situations. Perhaps the most important lesson this book offers is for those steeped in the belief that the only 'right' way to be a scholar is as a tenured professor, and how, therefore, to embrace the label independent scholarThe contributors to Independent Scholars Meet the World offer the advice and encouragement they wish they'd received when heading into uncharted postgraduate territory. They demonstrate that success awaits the determined and resourceful scholar pursuing a different path towards 'expanded-ac.'

On graduating high school, many American students believe that the Middle Ages was full of knights, war, all-powerful popes, and, if their content went beyond Europe, potentially an incredibly wealthy man named Mansa Musa, and a Mesoamerican ballgame. In this version of the past, medieval people were backward, dirty, and all believed the earth was flat. While people who work within this chronological time period recognize its complexity, most students are not exposed to the history of the middle ages until they take upper level or graduate classes at universities, if they ever get that far. Given recent national and international events, it is evident that leaving this complicated and nuanced history for so late in a person’s educational journey is doing a social as well as educational disservice. In a quest to help teachers remediate this problem, several scholars of the global Middle Ages and Medievalisms have written lesson guides to be used by teachers of World and United States history for grades six through twelve. the goal is to create a collection that a teacher would be able to implement in their classroom with minimal additional work.

On graduating high school, many American students believe that the Middle Ages was full of knights, war, all-powerful popes, and, if their content went beyond Europe, potentially an incredibly wealthy man named Mansa Musa, and a Mesoamerican ballgame. In this version of the past, medieval people were backward, dirty, and all believed the earth was flat. While people who work within this chronological time period recognize its complexity, most students are not exposed to the history of the middle ages until they take upper level or graduate classes at universities, if they ever get that far. Given recent national and international events, it is evident that leaving this complicated and nuanced history for so late in a person’s educational journey is doing a social as well as educational disservice. In a quest to help teachers remediate this problem, several scholars of the global Middle Ages and Medievalisms have written lesson guides to be used by teachers of World and United States history for grades six through twelve. the goal is to create a collection that a teacher would be able to implement in their classroom with minimal additional work.