Diana Myers ’21

Diana with completed thesis on the steps of Widener

Tell us about your thesis!

My thesis, Mater matris domini: Holy Motherhood and the Early Cult of St. Anne, is about the creation and evolution of medieval veneration of St. Anne, who was the Virgin Mary’s mother. In the later Middle Ages, Anne was honored in liturgy and art as an exemplary mother, but how exactly that came about was unclear. My thesis attempts to fill in the gaps by considering the evolution of female sanctity more broadly. By studying early Latin liturgical sources, such as prayers and sermons, I found that, in the early medieval period, Anne was venerated on the basis of her role in salvation history, not as a mother. It wasn’t until other female saints began to be honored for their maternal prowess, around the year 1000, that Anne was seen as a mother par excellence.

Stained glass at Chartres Cathedral (France) showing St. Anne holding the Virgin Mary

How did you choose your topic?

I worked on some medieval French liturgy for St. Anne for my junior essay and I really loved it. Working on the liturgy is such a revealing way to get to the heart of what medieval people were thinking and caring about. I also have always worked academically at the intersection of gender and religion. When I began researching possible thesis topics, I knew that liturgical materials about women would form a major part of my source base, and I was so fascinated by Anne’s story that I stuck with her!

Did you encounter any surprises along the way?

I mean, the pandemic was a pretty big surprise! And it certainly made the research I had been planning since my junior spring impossible to carry out. As a result, I had to shift my focus from the French archival sources I had wanted to work with to sources that had already been digitized. I was pleasantly surprised to find that Harvard had access to so many medieval Latin texts online, and it was through running a lot of keyword searches in Hollis that I found many of my primary sources, most of which I hadn’t known about before.

What advice would you give to juniors?

This won’t work for everyone, but try holding yourself to writing a set number of words each day. When I was seriously writing my chapters, I wouldn’t allow myself to work on anything else until I had checked five hundred words off my to-do list for the day. Also, don’t be scared of revising: I think my first chapter went through five or six drafts before I decided it was done.

HL90 ET: Asian America’s Vietnam War

We’ve got one final HL90 to share before applications to enroll in one are due tonight. Catherine Nguyen shared more about her new class, “Asian America’s Vietnam War,” the texts that made the cut, the texts that might have, and food!

What inspired you to teach this class?

I’m excited to be teaching a seminar on the history and literature of the Vietnam War! When I was trying to figure out what class to offer as a HL90, I was looking around the course offerings at Harvard, and I saw that there is a history course on the Vietnam War. The syllabus provides a thorough account of American history and Vietnam War, and if I were a student, I would definitely take it. At the same time though, I was struck by the few Vietnamese names included. As a second generation Vietnamese American and as one who never had an opportunity to take a Vietnam War class, I was looking for more, for narratives that might speak to my family’s history and to my own experience. Given the opportunity to teach a Vietnam War seminar through History & Literature, I worked to design a course that put front and center the Vietnamese experience—the opposing sides, soldiers and civilians, and the diaspora in the United States, France, and Australia. Moreover, the Vietnam War affected the larger Southeast Asian region and is a major moment for Asian American history, so we’ll be reading narratives from the Southeast Asian diaspora and Asian America. So, my hope is that the seminar and its syllabus will offer you something that speaks to the complexity of the Vietnam War and its aftermath.

What’s something you’re excited to share with students?

The boat narrative is the story of the Vietnam War and of the Vietnamese refugee. I’m excited to share with you the different ways that authors and artists have represented the boat narrative because it reflects an important history at the same time working through how the boat narrative is carried through in the diaspora and through the second generation. For example, we will be looking at a short story by a Vietnamese writer who lives in France but writes in Vietnamese alongside a picture book by a Vietnamese American author and an online interactive drawn by a Vietnamese Australian artist. We’ll think through what does each medium offer and how might it be constructing a particular vision or memory of the boat narrative.

Do you have any cool projects planned?

Given that we’re going to explore a lot of different things in the seminar—Maya Lin’s the Vietnam War Veterans Memorial to Hmong American stories—the final project is open in its subject and possibilities, as you can pursue a research paper or a creative project with an artist statement. So you can develop a podcast on generational memory, write a family memoir, draw a comic on Southeast Asian American student experiences, and more.

The seminar also has a mini-speaker series, and we will be inviting emerging scholars of critical refugee studies as well as creative artists who work in mix media, poetry and photography. This is required of students and provides you with the opportunity to have a conversation with them about how they approach the legacies of the Vietnam War in their work.

It always feels like there’s too much to read and not enough time. What are some other works that you considered assigning?


Thanhha Lai’s Butterfly Yellow that’s about a Vietnamese girl in Texas; Ocean Vuong’s poetic On Earth We’re Briefly Gorgeous; Quan Barry’s epic She Weeps Each Time You’re Born; Aimee Phan’s We Should Never Meet that tracks stories between Vietnam and Little Saigon in California; Viet Thanh Nguyen’s story collection The Refugees; and Thi Bui’s beautifully drawn The Best We Could Do.

What’s your favorite Vietnamese dish?

That’s such a difficult question, but it would be bánh cuốn, rolled not folded and with all the trimmings. Ngon quá!

How should students contact you to find out more?


I’d love to see you at the Shopping Week Info Session TODAY at 1:00-2:00pm ET on Zoom. And if you’ve any further questions, feel free to email me at chnguyen@fas.harvard.edu.

HL90 EI: Islam in Early America

We’ve got another new HL90 to check out this spring! Arianne Urus shared more about her class, “Islam in Early America.”

Tell us more about your class and what students can expect to learn.

Bringing together the Spanish Inquisition, Atlantic slavery, West African politics, and European imperialism, this course will examine how Islam and Muslims have been present in the Americas for centuries, even if this history is largely forgotten. While focused on the early modern period, the course concludes with a reading of Malcolm X. Together, we will open up questions about the connections between the past and present place of Muslims in the United States and the Atlantic World more broadly.

What’s a text you’re excited to share with students?

I’m looking forward to reading the autobiography of Omar ibn Said. Originally from West Africa, ibn Said was enslaved in the Carolinas and wrote his autobiography in Arabic in 1831. Rhiannon Giddens has created an opera, “Omar,” based on his life,  composing music with Arabic and African influences as well as African American folk traditions. Considering the text and the opera side by side, we can think about how the position of Muslims in the United States today might have influenced Giddens’s opera as well as how ibn Said’s experiences as a Muslim in early America might complicate twenty-first-century narratives about Muslim Americans.

How can students learn more about the class?

My canvas site is published and I have a shopping week event on Wednesday January 20 at 3pm. Interested students an also reach out via email asurus@fas.harvard.edu

HL90 DV: Red Scares

HUAC beware! Lauren Kaminsky and Steve Biel told us about their returning HL90, Red Scares; read more about the relationship between politics and culture, and get a sneak preview of Zoom outfits to come.

Tell us about your class!

In this class we’ll explore the anti-radical impulses and movements in US history that culminated in the convulsions known as the First and Second “Red Scares.” The First Red Scare, precipitated by World War I and the Bolshevik Revolution in Russia, followed on fears and persecution of anarchists, socialists, and other labor radicals in the late-19th and early-20th centuries. In the Second Red Scare after World War II, the House Un-American Activities Committee (HUAC), Senator Joseph McCarthy, the FBI, and others conducted widespread investigations of suspected communists and purged “subversives” from all levels of government, the entertainment industry, public and private schools, colleges and universities. Beginning with mid 19th-century fears that revolutionary uprisings could spread from Europe to the United States, “Red Scares” explores anxieties about subversion and perversion in American politics and culture. 

What does your class help us understand about the present? 

Why was an insurrectionist at the front of the mob storming the Capitol last Wednesday carrying a sign saying “THE REAL INVISIBLE ENEMY IS COMMUNISM”? Subverting American democracy in the same of protecting the nation against subversion is not a new phenomenon, and, as we’ll explore in this course, the specter of hidden communists and other radical enemies reaches deep into U.S. history.

Demonstrators try to enter the U.S. Capitol building during a protest outside of in Washington, D.C., U.S., on Wednesday, Jan. 6, 2021. The U.S. Capitol was placed under lockdown and Vice President Mike Pence left the floor of Congress as hundreds of protesters swarmed past barricades surrounding the building where lawmakers were debating Joe Biden’s victory in the Electoral College. Photographer: Victor J. Blue/Bloomberg via Getty Images

What’s something surprising students might not know about this topic?

Red Scares have been inextricably tied up with histories of racism and xenophobia. So much of this course will focus on how anti-radical rhetoric and politics targeted marginalized groups, including African Americans, immigrants, gays and lesbians, and others.

Is there a particular text you’re excited to share with students?

During the early Cold War, “bad” mothers were a particular cause for concern among social observers. The 1952 Hollywood film My Son John presents us with a mother whose excessively close attachment to her son turns him into a homosexual and Communist spy.

Do you have any cool assignments planned?

One of our essay assignments asks students to use documents from the poet Langston Hughes’s FBI file to explore how investigators constructed a relationship between social justice activism and communist subversion. 

Anything else students should know?

This is what we look like when we teach this class:

How should students contact you to find out more?

Check out the Red Scares Canvas site, sign up for our joint office hours, or email Steve and Lauren!

HL90 EK: American Noir

More new HL90s this semester! Angela Allan told us about her new class on noir.

What inspired you to teach this class?

I spent a lot of time in March and April watching movies as an alternative to doomscrolling (although I’ve done plenty of that too), and realized that a lot of the films I turned to were also not particularly uplifting. While there’s a lot to love about noir—snappy dialogue, great clothes, amazing cinematography—it’s also incredibly unsettling stuff. But audiences in the 1940s and 50s loved it! Life called it “Hollywood’s profound postwar affection for morbid drama.” In the haze of popular narratives about the postwar period, we so often think about the end of World War II as this quick pivot to the nuclear family in the suburbs, but the end of the war also marked a kind of social and psychological reckoning with what the national identity would be. So we’ll be talking about noir as the cultural counterpart to these conversations.

What’s something you’re excited to share with students?

I’m so excited to talk about all of the films and novels, but one of the things we’ll be doing as an activity on the first day of class is looking at some true crime magazines from the 1940s and 1950s. I’m not a podcast person, but I find it super interesting that things like Serial have been so popular in the last couple of years. The magazines we’re looking at show that this public appetite for true crime is nothing new. It’s amazing how many different magazines existed: True Detective, Front Page Detective, Uncensored Detective, Inside Detective, and so on. They also have these totally salacious headlines, photos, and illustrations, so I’m looking forward to our discussion about who the audience for them was and what purpose they served.

What do you want students to take away from the class?

One of my informal policies for the classroom is banning the word “problematic” from discussion. The texts in this class have many, many, many flaws but I think that’s why they’re also so interesting and important to study. What’s more, so many of the novels and films are about the problematic. Noir is all about individuals who break norms or rebel. These characters don’t “fit” into an idealized model of society that is largely built by and for heterosexual white men. Some of our texts are invested in the restoration or affirmation of this society by purging the “bad” individual, while others are invested in critiquing the harm that society inflicts upon individuals who don’t conform. I’m hoping we’ll have a lot of great conversations about how popular culture participates in navigating these ideas.

Would you be the detective or the criminal mastermind in a noir?

I’d just want to make it to the end in one piece! There are some pretty tough characters out there in the world of noir.

How can students learn more?

You can check out the syllabus on Canvas and if you’d like to talk more, shoot me an email (allan@fas.harvard.edu) to ask questions or to set up an appointment!

HL90 DZ: Too Soon? Comedy in Europe’s Tragic Twentieth Century

No joke! One of our popular HL90 seminars is back! Kate Brackney told us more about European history, film, and comedy:

What inspired you to teach this class?

I thought up the title for this course years before teaching it; I’d bring up “Too Soon?” with colleagues, and we’d scheme about what might go on the syllabus. Initially, I just imagined the course as a standard survey of European history through comedic sources, but as I prepared to teach it, I came to appreciate comedy’s distinct value to cultural historians. Comedians often balance at the edge taboo, and their role in demarcating instinctive, often unspoken social boundaries makes comedy such a useful portal into the past.

I also began to see deeper structural parallels in comedy and history as narrative genres. The old adage, “Comedy equals tragedy plus time,” (a formula that we’ll test on the syllabus) suggests that some kind of distance or perspective is necessary for a joke be funny. Similarly, in the discipline of history, our remove from past events both enables and limits our capacity to formulate a coherent story about what happened and why.

Even if perspective is necessary for comedy, being on the inside of a given group often determines whether a joke will land. Historians, too, try to make up for our remove from the past by immersing ourselves in the sources from a given moment. In other words, a delicate and ever-changing balance between distance and proximity is what makes for both good comedy and insightful history. We’ll try to figure out how to achieve that kind of balancing act in this class.

What’s something you’re excited to share with students?

While not all of the sources we look at in this class are “timeless,” The Great Dictator definitely qualifies as a classic, and I love that students in 2021 can still laugh just as hard as audiences did back in 1940 at Chaplin’s wonderfully garbled parody of Hitler’s German speech style.

Yasemin Şamdereli’s Almanya: Welcome to Germany is another more contemporary highlight of the course. The film explores the experiences of a Turkish immigrant to Germany and his multi-generational family. Şamdereli may have a light comic touch, but her work speaks to deeper tensions over the reformation of Germany as a multi-ethnic society in the post-war era — tensions that students will have a chance to explore in the excellent historical reading that accompanies the film.

Do you have to be funny to get an A in this class?

No, no, of course not …but it can’t hurt.

How should students contact you to find out more?

Students can talk with me about the course during the HL90 open house on Friday, January 15. I’ll also be holding a shopping session on Thursday, January 21st at noon. Zoom info is available on the course’s Canvas site.

HL90 ES: Prison Abolition

We’re excited about Thomas Dichter’s new HL90 this semester! Thomas told us some more about the class’s format and activism component.

Tell us about your class!

This course will give students an opportunity to apply historical and literary methods to studying the prison abolitionist movement, while also getting hands-on experience working with activists. Alongside our readings and class discussions, students will work in small teams on volunteer projects with organizations that are working to transform the criminal legal system. The goal is not just to move between “theory” and “practice,” but to see how the distinction between those two things may not be so distinct after all. 

How will this class help students understand the present?

The idea of prison and police abolition has garnered a lot of public attention in recent years, and in 2020 especially. But these ideas didn’t just appear last summer, and in fact there have been other times, like the 1970s, when the notion that prisons might be abolished received remarkably widespread support. We’ll also explore different social movements that many prison abolitionists have drawn on for inspiration or claimed as political ancestors. 

Do students need any particular experience or familiarity with this material to take the class?

Nope! Everyone is welcome, whether you’re new to thinking about these issues or you’re a committed prison abolitionist. I really want the class to offer something to everyone, and for everyone to be able to offer their own perspective to our collective exploration of this complex and difficult topic.

What are the assignments like?

Rather than ending the class with a long seminar paper, this course has a handful of shorter written and collaborative assignments. For one thing, your volunteer work will count towards your grade, and you’ll have opportunities to reflect on it in writing. There will be some short writing assignments to practice key close reading and historical contextualization skills, and there will be a number of assignments built around group discussions and collaboration—including a final exam you’ll complete with a team of classmates.

How can students find out more about the class?

I’ll be holding open Q&A sessions on Friday 1/15 and Tuesday 1/19 (details are on the Canvas site). You can also reach me at dichter@fas.harvard.edu. I’m looking forward to meeting any students who may be interested in learning more about the class!

HL90 EJ: Espionage: A Cultural History

We’ve got more HL90s to shop! No secrets here, but Duncan White told us more about his new class on espionage!

What inspired you to teach this class?

When I was growing up in Brussels the parents of one of my classmates were revealed to have been spies for East Germany. It was strange to look back on seeing them at school pickup or cheering on the sidelines at sports events and to think of them living this double life. I have been interested in espionage ever since but it was not until I started writing a book about Cold War writers a few years ago that I started to really think about how pervasive spy stories are in our culture, and just how entangled those stories are with real life espionage.

What is a text you’re excited to share with students?

I’m particularly excited to introduce students to the work of John le Carré, if they have not read him before. He recently passed away and I think he is one of the great novelists of the last 50 years. There are few more assiduous chroniclers of the cynicism of the Cold War, and of Britain in sharp imperial decline for that matter.

What does your class help us understand about the present?


Espionage is everywhere. Over the last few years I have been addicted to tv spy dramas: The Americans, The Night Manager and especially the brilliant French show The Bureau. At the same time the news was full of real spying drama, from the Steele dossier to the attempted assassination of Russian double agent Sergei Skripal in the sleepy English town of Salisbury. As I was finalizing the course the story broke of a massive cyberattack on the US, the full scale of which has not yet been revealed. All of which raises many questions: what is the relationship between real life espionage and the spy stories we consume for pleasure? Why are we so fascinated by the idea of a secret world? Are spy stories just escapist entertainment? Or do they tell us something more interesting about the societies which produced them?

What’s something surprising students might not know about this topic?

While working at MI6, Graham Greene, whose novel The Quiet American we will read for the course, has as his boss Kim Philby, who was later revealed to be a Soviet spy. The story of Philby’s betrayal then became the basis for Le Carré’s Tinker, Tailor, Soldier, Spy, another novel we will read as part of the course.

Are you doing any cool projects or assignments?

For the final assignment students will be able to write about their own favorite spy novel or movie. We will be thinking about how these spy stories relate to the ones in class and to the specific historical contexts in which they were created and consumed.

How should students contact you to find out more?

If you are interested please check out the Canvas site here, or drop me an email.

HL90 AN: God Save the Queen! Ruling Women from Rome to the Renaissance

Shopping starts this week! We’ve got lots of great HL90s to check out this spring. Sean Gilsdorf told us more about his class, “God Save the Queen! Ruling Women from Rome to the Renaissance”!

Tell us about your class!

Like the title suggests, this is a class about women who wielded power many centuries ago, and the complicated ways that their gender complicated but sometimes also enabled their exercise of authority. Over the course of the semester, we travel through more than a millennium of European and Mediterranean history meeting fascinating women—historical ones like the Byzantine empress Theodora and the German queen Mathilda as well as fictional ones like Guinevere and Nestan-Darejan.

What’s something surprising students might not know about this topic?

The degree of freedom and authority that medieval women could exercise, provided that they were rich and well-connected enough. It’s very true that queens almost always were less powerful than kings, particularly if they were married to the latter. Then again, since everyone was less powerful than the king, it’s helpful to compare our queens to everyone else—and when we do, we discover how much sway they could have.

Do you have any activities or assignments you’re excited to share with students?

In addition to reading a ton of fascinating texts, the students will be working throughout the semester with medieval material culture—manuscripts as well as other objects owned by queens, used by them, or dedicated to them. While our current circumstances mean that this work will have to be virtual, I’m still excited to see how the students connect this “thread” of the class to the reading and discussions in our regular meetings.

What does your class help us understand about the present?

The feminist movements of the nineteenth, twentieth, and twenty-first centuries all have critiqued, and sought to remedy, the persistent tendency to identify “power” and “the political” as essentially masculine domains. “God Save the Queen” helps us to understand the roots of these sexist assumptions, but just as importantly it also reveals how flawed and historically inaccurate they are!

Can you give us a sneak preview of anything you’ll be doing?

On the first day of class, we’ll be talking about this…

For more information on the class, you can see the syllabus on Canvas or stop by an informal meet and greet on Tuesday, January 19th (link on Canvas).

HL90 EM: Empire and Archive in the Colonial Americas

Shopping week is around the corner! Have you got your list of HL90s to shop? Alan Niles shared more about his class, “Empire and Archive in the Colonial Americas”:

Tell us about your class!

This class will engage with a simple question: what do we do with a written archive of colonialism that is weighted toward the perspectives of colonists? What are some of the ways we can counter this imbalance and open up a greater diversity of perspectives on the past? What are the limits of that effort? We will enter some of the fascinating discussions that are taking place around these issues right now in different fields of study—across and between the history of Atlantic slavery, Ethnohistory, American Studies, Native American and Indigenous Studies, and other fields. One of the goals of this class is to open up the category of what we count as a text or source—as we’ll discover, there are all kinds of ways of “writing” or recording history that don’t rely on paper and ink. (A belt of wampum might record a historical treaty more accurately than a document that was written down with pen and paper!) Thinking about what we count as a source can also challenge us to think about what we hope to get out of the past, or the ways that our present desires are entangled with past histories. My hope is that activities and assignments based around navigating digital archives, analyzing visual materials, and close reading both “along” and “against the grain” of historical sources will lead us into thinking about these kinds of big questions.

What’s something you’re excited to share with students?

In Week 6 we’re going to talk about the archive of graffiti from colonial churches in Mexico that Alessandra Russo has recovered. These doodles and inscriptions by Indigenous, mestizo, and Spanish people aren’t the kinds of sources that scholars usually focus on, but as Russo shows us, they tell us a great deal about the lived experience of colonialism—which is to say the kinds of attitudes and desires that find expression in everyday life. Some of these graffiti are (I think) even funny, though we’ll talk about how they can thwart what we want to see in them. At any rate, I think they’ll help us think differently about the history of power and graphic practice.

What’s something surprising students might not know about this topic?

Colonial relationships were messy, and European, African, and Indigenous peoples interacted in ways that could lead to conflict but also to surprising interdependencies and exchanges. Some of these encounters can be unintuitive to us: the earliest performance of Hamlet we know about was for an audience of Portuguese-speaking West Africans, for example. Our class’s focus on sources and archives will let us talk about the ways we’re able to see different, sometimes unexpected configurations of power, authority, and inequality in the past, as well as the ways they can be obscured or recovered over time.

What kind of archives will you be using?

Teaching this class in an online format is going to be interesting, because our course is centrally concerned with questions of the visibility and accessibility of sources from the past. Our assignments are designed around exploring digital collections of materials that are available for use online, like the Early English Books Online database, The Vodou Archive, Harvard Libraries’ Colonial North America project, and the Peabody Museum’s digital collections. Through group discussion board posts and individual activities, we’ll talk about the decisions institutions are making about what kinds of materials are becoming digitally available (or not), the funding limitations that libraries and other institutions face, and all the other risks as well as advantages of online research. We’ll also learn a lot about how to find interesting sources!

What does your class help us understand about the present? 

Our whole class is about the legacies of colonialism, but the last unit, “Memory, Violence, and Repair” focuses most directly on the present. We’ll engage with the ways that scholars, artists, and activists are working creatively with questions of repair and recovery: for example, what kind of politics and what new literary form emerge from a text like Saidiya Hartman’s Lose Your Mother, in its attempt to grapple with silences in the archive of slavery that cannot be overcome? I’m hoping these conversations can be a space for exploring the variety of different ways that academic research, political activism, and creative forms like autobiography and speculative fiction can channel our complex and varied desires facing the past.

For more information, you can see the syllabus on Canvas, drop by during shopping period (Wednesday, August 19, 12-2:45), or email Alan!