Transatlantic Exchange: The NSSR-TU Dresden Connection

That a leading expert on fascism and populism should find a second home at a top engineering and technology university seems, at first glance, unlikely.

But a home was exactly what New School for Social Research (NSSR) Professor of History Federico Finchelstein found during a faculty exchange at the Technical University of Dresden (TU Dresden).

“There are strong shared intellectual affinities between TU Dresden and NSSR,” says Finchelstein. “Professor Hans Vorlander and his colleagues, who are the world experts on German populism, have taught me a great deal, and students at Dresden are really interested in these topics.”

That academic compatibility has helped the program flourish and, more recently, evolve into an important transatlantic exchange primarily for students. Each year, TU Dresden graduate students come to New York to take courses and join the NSSR community in conferences and more, while advanced NSSR doctoral students travel to Dresden to teach a compressed two-week course to undergraduate and MA students.

The exchange program was started by New School Board of Trustees member Henry Arnhold. Born and raised in Dresden, his grandfather and father had served as honorary senators at the university — until the family fled Germany for New York in 1937.

“After the reunification in 1990, I returned to my former hometown,”  he remembered. This historic occasion prompted Arnhold to create a fertile new connection between his birthplace and his adopted hometown of New York. “Since we do not believe in collective guilt and I like to build bridges, I proposed an exchange program in the social sciences, supporting three TU Dresden graduate students at The New School yearly.” The first group arrived in 1992 and included “young historian Prof. Dr. Simone Laessig, who is today the head of the German Historic Institute in Washington, DC,” which has since collaborated with The New School’s Zolberg Institute on Migration and Mobility.

Research Matters spoke with NSSR’s most recent exchange participants: Randi Irwin, a PhD candidate in Anthropology, and Miguel Paley, a PhD candidate in Philosophy. Chosen for their strong teaching records as well as faculty commendations on their research, they have served as visiting lecturers in the political theory department at TU Dresden, focusing on migration

Irwin’s research centers on the plight of Sahrawi refugees in Algeria. Displaced from their homeland in Western Sahara, the refugee community has retained a state structure that manages the refugee camps, providing some services and dealing with governance issues in preparation for the day when Western Sahara can regain its independence. This research, as well as Irwin’s previous coursework at NSSR, formed the basis for her Dresden course syllabus.

PhD candidate Randi Irwin

“I taught a survey on postcolonialism and decolonization. I had one graduate student, and the rest were senior-level undergraduates. They were all from philosophy, political theory, and a few from international affairs. Anthropology was something they were quite new to.” Irwin explained that her students seemed eager to engage with the course topics from an anthropological perspective. “They never had classes on gender, they never had classes on race or colonialism, so I ended up with a bunch of students who were really interested in these ideas and for the most part didn’t have access to [them],” she said. “They were really theoretically sophisticated…[but] pretty new to applying theory within a given context,” such as the political question of the aftereffects of colonial intervention.

To aid their learning, Irwin created assignments that she described as “critiques of the construction of the other, critiques of the commodification of knowledge as it relates to the colony. [We] moved through some concepts like knowledge-creation and disciplining and looked at how the political project of colonialism worked,  then moved to considering how that project might remain in place today.”

PhD candidate Miguel Paley

Meanwhile, Paley taught an interdisciplinary class on alienation and ideology. “It aimed at presenting students with readings not always studied in political theory courses, including things like design theory and phenomenology,” which he’s worked on during his time at NSSR.

Paley noted that while the mostly MA students were “from all different disciplines,” they were enthusiastic and engaged with the topic, which they studied intensely. “The class only lasted for two weeks but our time was equivalent to a semester, so we spent 14 hours inside the classroom during that week,” he says. Despite the long hours, he says the students were great. “It was really fun to work with them, and the Dresden faculty were very generous and very welcoming. I really loved it!”

NSSR Assistant Dean of Academic Affairs Tsuya Yee sees the effects of the program from a wider perspective. “The exchange creates great teaching opportunities for our students” to work with new and different student populations being educated in different theoretical approaches, she said.

Of course, the benefits of the exchange are felt in New York as well sometimes in unexpected ways. “Some TU Dresden students who come to study at NSSR apply to stay on as full-time students here. It’s a prestigious visiting lecturer position that… allows students to develop their pedagogical and course planning skills in an international setting, all while receiving a healthy stipend and and having their costs covered,” Yee said.

While the program has evolved greatly since its inception years ago, the energy of in-person intellectual and cultural exchange continues enriching both research and relationships. It is what keeps students like Irwin and Paley participating and what keeps faculty like Finchelstein returning year after year and hopefully for years to come.

Fulbright Grants Send Two NSSR Students to Mexico

Although Tania Aparicio and Guadalupe Chavez were both New School for Social Research (NSSR) students, their paths just never crossed. It’s not too surprising: Aparicio’s doctoral studies in Sociology and many student jobs keep her pretty busy, while Chavez just finished her master’s degree in Politics.

What’s finally brought these emerging scholars together? A profound interest in Mexico, and one of the most prestigious scholarships in the world. As NSSR’s two Fulbright Scholarships recipients, Aparicio and Chavez will spend the 2018-2019 academic year in Mexico carrying out critical research in their fields.

Two students winning Fulbright grants is enough for any school to celebrate. But two students winning Fulbright grants to the same country — which accepts fewer than 10% of applicants — is something particularly special.

As NSSR extends its warm congratulations to Aparicio and Chavez, Research Matters is excited to share their important work with our wider community. Their stories showcase not only the quality research NSSR students are carrying out, but also the doors that such scholarships can open to students at all levels of graduate study who aim to do nothing short of change the world.

New Directions at a New School

For the Brooklyn-born Chavez, charting a future intellectual itinerary was directly linked to connecting with her family’s history. “Being the daughter of Mexican migrants, I was always interested in how U.S. immigration policies were designed at the federal level, and why these policies always created a distinctive binary between the deserving and undeserving migrant.”

While studying political science and getting involved in local activism, Chavez interned on Capitol Hill and found the level of legislative discourse surrounding immigration policy lacking. “How can these politicians talk or even design migration policies when they lack a critical understanding of migration, and have never experienced what is like to live in constant fear of having their family deported? My experiences in Capitol Hill challenged me to think more critically about citizenship, the construction of illegality and rethink migration and mobility beyond a nation-state framework,” Chavez said.

After earning her BA, Chavez sought out ways to research immigration policy at the graduate level, focusing on U.S.-Mexico relations as a way of making a tangible contribution to those communities. ”I was looking for a program that examined public policies of course, but that also interrogated complex concepts such as citizenship, belonging, membership mobility, and borders. I was also looking for a politics department that studied global political issues beyond a state-centric framework, and NSSR has been the best place for examining these complex concepts,” Chavez explained.

Aparicio’s journey involves migration as well, but has also been driven by an interest in alternative education and the arts — specifically, film. She explained that because of changes in tuition and class ratios at her school in Lima, Peru, “we had a student-organized protest that turned into a conference. My role was to do research on alternative forms of education. I found out about John Dewey and I did a presentation about Bennington College and The New School.”

When Aparicio’s undergraduate institution shuttered, she decided to apply to The New School — not to NSSR, but rather to the Schools of Public Engagement (SPE), where she could study film and social science. A generous scholarship and willingness to accept her previously earned credits, plus The New School’s proximity to New York’s film industry, made the choice easy. After graduating and working in film for two years, she realized on-set life was not for her and decided to return to The New School, this time as a graduate student.

“I didn’t know anyone who had come to grad school,” Aparicio remembered. “And so I applied to the school that had opened doors to me before. I had always been interested in the sociology of cultural production, in understanding critically the meaning of cultural production in our society. When I came, however, I was still very much steeped in the language of communications.”

Her transition from film to sociology was marked by an encounter with the professor who would become her doctoral advisor: Associate Professor of Sociology Rachel Sherman. “I remember a meeting early in my first year where she said, ‘You have to stop thinking about what is on the screen and start thinking about the communities that are around the screen that bring the screen to life.’ That completely blew my mind and made me realize ‘Oh, that’s what I’m interested in!’” Aparicio said, adding, “I feel [Professor Sherman] was the first person who actually knew what to say to direct my gaze in a sociological way.”

Bringing It All Together

Once at NSSR, Chavez similarly worked closely with professors to distill her interests, while also noting the importance of learning from her peers and attending lectures and events on campus. Her final research proposal, and the one that helped her write her winning Fulbright application: “I am interested in exploring how formal and informal institutions respond to the “return” and expulsion of migrants from the U.S to Mexico and the types of organizations and mobilizations that arise after expulsion. Moreover, I also have an interest in decolonial approaches to international relations and to studying migration and mobility. Overall, I am interested in translating theory into innovative political practices.”

Aparicio, on the other hand, developed her dissertation topic in a more hands-on way. “In the second year of my MA, I went to Mexico. I was thinking I was going to write about a social movement that started in the film industry after NAFTA was signed, which had a big impact on the film industry,” she said. While this idea eventually fell by the wayside, it planted the seed for a new research project. Going to the Cineteca Nacional, she started to think about how to research film spaces themselves. Back in New York, Aparicio learned that the Museum of Modern Art (MoMA) was the first museum to include film in their collection, “creating a kind of division between film as art and movies as entertainment.” Deciding to bridge the two cities, she proposed, in her PhD application, a comparative study between MoMA and Mexico’s Cineteca. In the summer of 2017, a research grant from the Janey Program in Latin American Studies helped her return to Cineteca Nacional and secure important institutional affiliations to bolster her Fulbright application.

Aparicio’s two advisors reflect her diverse academic background. With Professor Sherman, she investigates how prestige is constructed; with University in Exile Professor of Sociology Robin Wagner-Pacifici, she focuses more on the institutions themselves. Economic anthropologist Janet Roitman and a CUNY Graduate Center faculty member round out her preliminary dissertation committee, and she also hopes to collaborate with Associate Professor of Sociology Virag Molnar, who has a special interest in the sociology of art.

Plans for Mexico

For each student, the Fulbright Scholarship is a unique opportunity to propel their research forward with fundamental field research.

As Chavez described it, her Fulbright project focuses on “how formal and informal institutions respond to the ‘return’ and deportation of the Mexican diaspora, particularly of the formerly undocumented youth that grew up in the U.S.” She will also probe the types of organizing and mobilization taking place in Mexico after deportation or return, “especially when so many deportees and returnees experience ‘double abandonment’ and estranged citizenship in their country of birth.” Conducting this face-to-face research in Mexico will help Chavez explore this multifaceted phenomenon through a robust “bilateral and transnational lens…[and] see how other scholars and students working on this topic handle similar work. avoid and or address potential research and fieldwork dilemmas.”

Aparicio’s decision to apply to the Fulbright program came as she reached a crossroads in her early career. “As much as I’m a student, I am also a worker at the university. I’ve been working really hard in order to support myself. So I knew when I went into the PhD that if I was going to take this risk, I had to go all out.”

In practice, this meant that she developed a meticulous study timeline, specifying when she wanted to finish classes, write for publications, and apply for grants. “This year the goal was to get a grant…otherwise it just wasn’t sustainable,” she explained.

After attending a workshop run by Katie Wolff, the Fulbright representative for The New School, Aparicio was motivated to apply for the scholarship — especially because the Mexican program explicitly encouraged projects that engaged art communities in the U.S. and Mexico. She similarly advises future applicants to “know for which grants you’d make a good candidate.”

Fulbright funding, in addition to a dissertation fellowship, will enable Aparicio to stay in Mexico City for nine months, largely researching at the Cineteca. “Now I’m going to be able to just focus on my work. I can’t even imagine what I’ll be able to do over the next year…without having to stress about money, healthcare,” she said.

In addition to Wolff’s workshop, Aparicio and Chavez received invaluable encouragement, feedback, and support from Tsuya Yee, assistant dean of academic affairs; Jennifer MacDonald, associate director for graduate career success, NSSR professors such as Associate Professor of Politics Anne McNevin and SPE professors such as Associate Professor and Chair of Global Studies Alexandra Délano Alonso.

Looking Forward

The young scholars are excited about what’s coming next. In matters both scholarly and personal, the Fulbright is an important achievement. “I look forward to immersing myself as much as possible in my family’s culture,” said Chavez, “meeting new people, learning more about Mexican politics, particularly the relationships between the state and civil society, how the Mexican state manages and addresses migration from its southern border. I hope to become involved in my new community as much as possible….I wonder how locals will respond to my identity as Mexican and American and to what extent will I fit in the community.”

For her part, Aparicio spoke of a vital opportunity for reconnection. “My parents haven’t been able to come to the U.S., ever. They’ve been denied the tourist visa. So I’m looking forward to being able to go to their next visa interview and show them that I’m a Fulbright.”

Trump as History

In the months leading up to the 2016 U.S. presidential election, The New School for Social Research Professor of History Oz Frankel proposed a new course named simply “Trump as History.” It’s quickly become one of the department’s most popular courses among Eugene Lang undergraduates. Research Matters spoke with Professor Frankel about how he developed the class amid one of the most shocking electoral upsets in history.

“I was convinced it would never happen,” says Frankel, reflecting on the unexpected victory, “and [U.S. President Donald] Trump would be consigned to history” Hence the history course. Needless to say, things turned out differently. But while its initial framework had to change, the course took on a new purpose and significance.

The contemporaneous nature of the subject presents interesting challenges for a historian. “The problem is that Trump is a current event, he is a work in progress,” explains Frankel. This gives rise to a crucial methodological question: “Perhaps it’s too early to historicize him?” Instead, Frankel harnesses that very lack of historical perspective to demonstrate to students the value of thinking historically.

“I actually make the argument that the media is already thinking of Trump historically, but perhaps in the wrong ways,” Frankel says. The most popular of those ways is drawing historical analogies. “Trump is like…insert your preferred historical figure here. There are continual attempts to find some historical precedent, from Richard Nixon to Pat Buchanan to PT Barnum,” he explains. “There was also a drive to dig up — especially before the election — prophecies from the past that somehow predicted the rise of Trump, like the Philip Roth’s 2004 novel The Plot Against America, Richard Rorty’s 1998 book Achieving Our Country, or that Carl Sagan quote.”

Frankel sees these approaches as symptoms of a state of crisis and public bewilderment that pushes society to look to the past in order to grapple with the present. However, these efforts rely on a narrow conception of history and miss the important structural and historical roots of Trumpism. “Analogies are accessible, but they often reduce history to a succession of personalities. I address these popular comparisons with my students and we discuss why they constitute problematic ways to engage the past.”

In other words, bigger questions of how we think about history today, and what kind of historical consciousness is cultivated among the public, guide the course. These questions concern popular perceptions of history as well as “the kind of historical imagination propelling people like [Steve] Bannon or Stephen Miller” and “the influence in these two cases of [early 20th-century German philosophe Oswald] Spengler, with his organic and cyclical conception of history. It’s a very pessimistic, reactionary view.”

Frankel encourages his students to move past Trump as an individual and to think of Trumpism as a historical and political phenomenon. “Trump is a tool for thinking about patterns of American history we didn’t pay much attention to in the early part of the 21st century.” Specifically, Frankel guides students to narrow in on “the history of American populism, of racism, anti-immigrant sentiment and its historicity, issues of masculinity, politics and spectacle, as well as the subject-position of the businessman as a cultural hero. We also have the history of ‘fake news.’” Weaving these historical threads together allows the students to map “what was in the DNA of American democracy that was conducive to something like Trumpism.”

Drawing on a variety of sources, including journalistic articles, academic publications, films, and blogs, Frankel leads students through an exploration of each of the key themes that contribute to Trumpism such as populism. “During the election, Bernie [Sanders] and Trump were both being labeled as populists,” Frankel recalls. “In class, we explore the long historical arch of populism in U.S. history, which brings us to late 20th century, the Tea Party, current reflections on the idea of the white working class and the question of why people are ostensibly voting against their material interests.” Another theme is racial dynamics, especially the often ever-defensive identities congealing around whiteness. Frankel comments, “Why do whites feel threatened? Whiteness is usually ‘transparent,’ but when whites feel threatened, then they become white. There is along thread of paranoia and fear in American history.”

Related concerns about social and cultural decline — cross political divisions. Frankel assigns his students George Packer’s The Unwinding (2013), which weaves together short biographies that document familiar themes of de-industrialization, the demise of institutions, the unraveling of the American social fabric, and the ascendance of “organized money.” While the book’s thesis comes from the political Left, it also overlaps with Bannon’s bleak view of the trajectory of American history, encouraging students to think beyond entrenched political distinctions.

In addition to considering historical continuities, Frankel encourages his student to consider what is new and unprecedented about the Trump moment in American political life. While Trump’s seemingly improbable political victories throughout 2016 could be cast as a series of flukes that might have ended very differently, they also show us the importance of accidents and of individual agency in history. “Trump certainly has the capacity of creating a new political reality; he already took over the Republic party and introduced new dynamics into the American public sphere.”

Trump is titillating, and students — many of whom were not necessarily interested in history before — are eager to grapple with these issues, including their own role in the current political moment. Frankel insists upon it, remarking, “I ask students to reflect on our complicity in the Trump phenomenon, the near-addiction that we have all developed to Trump, something that’s become so ingrained in our daily existence.” And, for many, the very reason they signed up for the class.

NSSR Mourns the Loss of Professor Jeremy Safran

The entire New School community is shocked and saddened by the tragic death of Jeremy Safran, New School for Social Research psychology professor, former Department of Psychology co-chair, and an internationally renowned psychotherapist. This heartfelt tribute by Michael E. Gellert Professor of Sociology Jeffrey C. Goldfarb originally appeared in Public Seminar on May 8, 2018 and is reprinted here with permission.

This is a very sad day at The New School for Social Research and at Public Seminar. Jeremy Safran, a distinguished professor in our Psychology Department and a senior editor of Public Seminar, a dear colleague and friend to many of us, was murdered yesterday in his Brooklyn home. We are in shock, as we are trying to respond.

This morning, a community gathering was called by our dean, Will Milberg. Colleagues, administrators, and most movingly, Jeremy’s students visibly stricken with grief, tried to console each other.

An announcement was made by the co-chairs of the Psychology Department, Bill Hirst and Howard Steele (who also happens to be Jeremy’s first cousin):

“As most of you know, Jeremy Safran was brutally murdered yesterday. Jeremy’s contributions to the Department and to the field of Psychotherapy Research cannot be underestimated. He joined the New School faculty in 1993, shortly after the APA had placed the Clinical Psychology Program on probation. He quickly found himself Director of Clinical Studies and later Chair of the Department, and with characteristic energy and determination, worked not only to move the Clinical Psychology Program to full accreditation, but to make it the vibrant, respected program it is today. During this time period, he established a training facility at Beth Israel Medical Center, the low-cost New School Psychotherapy Research Program, and the Sándor Ferenczi Center. He was a brilliant mentor to many students and an inspired instructor.

Outside the New School, Jeremy’s intellectual curiosity and broadminded approach to all things psychological held him in good stead. He was an expert in Cognitive-Behavioral Therapy before he joined forces with Les Greenberg to provide the theoretical foundations for Emotion-Focused Therapy. He was also a preeminent psychotherapy researcher, studying the processes underlying rupture and repair in therapeutic alliances. He wrote or edited eight books and a large number of articles and chapters. He also developed for the APA a series of training DVDs. In recognition of his brilliant contributions, the Society for Psychotherapy Research awarded him their Distinguished Research Career Award and Division 39 of the APA honored him with the Award for Distinguished Contributions to Psychotherapy Research. He also served as President of the International Association for Relational Psychoanalysis and Psychotherapy. Jeremy’s contributions did not end with his envelope-pushing research on psychotherapy or his knack for decisive institution building. He also wrote insightfully about Buddhism and psychoanalysis and on critical approaches to Psychology. In addition to his faculty position at the New School, he was also on the faculty of New York University Postdoctoral Program in Psychotherapy and Psychoanalysis.

We want to extend our condolences to Jeremy’s wife, Jenny, and his two children, Ayla and Ellie. We will miss him.”

Jeremy appeared on Public Seminar as a public intellectual. He was an active member of our team from the very beginning. He took part in and informed our deliberations, as we launched and developed our venture in innovative publishing. He realized in his posts our goals: drawing upon his expertise, he addressed the non-expert public (including me) about “enduring problems of the human condition, responding to the pressing issues of the day.” He wrote many pieces and solicited even more from colleagues from around the world, and students close to home. He wrote one of our most popular posts, on the rise, fall and possible resurrection of psychoanalysis in the United States, “Who’s Afraid of Sigmund Freud?” I love the piece because it has been very popular and is also excellent. He critically reported on psychology’s involvement in America’s torture regime: “Psychology and Torture.” A few weeks ago he wrote “Authenticity American Style,” on “the meaning of authenticity in the era of “reality show” politics.” He combined sober professional judgment, with intellectual playfulness.

On a personal note: I knew Jeremy as a kind person, a gentle-man, also a bit forgetful, as am I. Although we were not intimate friends, we were close colleagues. I admired him for his commitments: mental health, personal wellbeing and the public good were not simply words for him. We worked together with mutual respect. I enjoyed him as a person. Last Thursday, we had our last monthly Senior Editors’ meeting for this academic year. He was late. I told my colleagues I thought this meant he wouldn’t be coming. When he arrived, I pointed this out to him. Since Public Seminar and The New School’s Publishing Initiative have moved up to their new digs, before each meeting, I received a note from Jeremy asking me to remind him where the meeting would be held. Last week, he came without asking.

An additional note from Ali Shames–Dawson, an important editor on our team:

“I am inclined just to add how much he brought dedicated students to Public Seminar — I am here because he insisted that we must speak immediately one day, my first ever Jeremy at-home phone call, and he excitedly told me of the opportunity to be an editorial fellow, back in 2015. Since then, he has solicited and supported a wealth of student writing and PS involvement, as was his way. His deep dedication to spreading his commitments, particularly to critical intellectual engagement beyond the boundaries of disciplinary psychology and in socially engaged scholarship, and involving students in meaningful projects is something I know everyone who reads this who knew him will appreciate and resonate with.”

“The One True Barbecue”

Historical Studies  Alumnus Rien Fertel talks with Research Matters about New Orleans, Creole cuisine, race, and his time at The New School for Social Research. 

Rien Fertel—now a historian, James Beard Award-nominated writer, and teacher based in Louisiana—arrived in New York City as a self-described Hurricane Katrina exile in 2005.

The storm had swept away his business—a small grocery store that he ran in New Orleans—as well as his home. Like many of the 1 million individuals displaced by the storm, Fertel wondered if he would ever make it back to his hometown.

“I spent nine months feeling lost, and emotionally affected by Katrina,” he said in an interview with Research Matters.

During that period, Fertel stayed in New York on the couches of his cousin and uncle, the latter of whom was teaching on a part-time basis at The New School. Already familiar with the reputation of The New School for Social Research, Fertel applied to the M.A. program in Anthropology in hopes of adding structure to his time in New York.

When he was accepted to The New School for Social Research, Fertel discovered that wires had somehow become crossed, and he had been offered a scholarship to attend the Historical Studies master’s program. Though he had the option to transfer into Anthropology, Fertel decided to stay in Historical Studies, and the error turned out to be fortuitous. It connected him with his advisor—Professor of History Oz Frankel—and set him on a course that would provide space for him to work through his intellectual and emotional relationship to post-Katrina New Orleans, while building a foundation for his future career.

“I grew up in my family’s restaurant in Lafayette, New Orleans,” Fertel explained. “And when I started at The New School for Social Research, I was worried about New Orleans and about its culture, which seemed threatened with disappearance.”

Frankel’s class introduced Fertel to historiographic methods, and motivated him to think about the centrality of food to the distinctively mixed cultural setting of New Orleans.

“In my thesis, I looked into foundational texts—cookbooks for the most part—that wrote Creole cuisine into national and global vernaculars,” Fertel said. Against the backdrop of questions about how cuisine solidified the culture of the Gulf, he took another class with Frankel on the history of books as objects. Fertel’s thesis evolved into what he described as, “a textual history of cuisine,” engaging at the same time with broader questions of mythmaking and the construction of race.

“Part of what was going on in New Orleans in the nineteenth century—specifically after Reconstruction—is that you have these first cookbooks that codify recipes,” Fertel said. What emerged in his research was a kind of racial and ethnic hierarchy that privileged French and French-derived recipes, alongside what Fertel called “melting pot” recipes that often included several elements of African and Caribbean traditions.

“The books gave credit to French chefs,” Fertel explained, “in part because they seemed invested in the representation of French ethnicity in New Orleans.” Stories of French chefs who masterminded hybrid recipes—at least, according to the mythology constructed by these texts—tend to obscure the influences of racially marginalized cultures whose influences were in fact central to the evolution of the region’s cuisine.

Despite the fact that he only took one history class as an undergraduate, by the time Fertel finished the Historical Studies program at The New School for Social Research, he had become a convert to the discipline. And despite his skepticism about the future of New Orleans, he ultimately decided to return to the city.

“It honestly felt like a really bad idea to go back,” he recalled. But he had applied to the Ph.D. program in History at Tulane University, and had been offered a fully funded offer.

“At The New School, I had taken classes about capital and about class dynamics, and about war on the poor. And I was writing about race,” he remembered, “I saw all of these things happening in New Orleans. And though I knew that I had seen them happening before, I definitely became more aware of them in grad school.”

When Fertel returned to New Orleans, he said that he realized the city already changed—and that would continue to change as Katrina receded into the past—for better and for worse. As a doctoral student, he developed a dissertation on white Creole literature in New Orleans. His work returned to questions about the creation of the city’s myths and racial identities in books—this time in novels, plays, and poetry.

Thanks to the advice of a mentor, Fertel also became involved with an organization called the Southern Foodways Alliance, which connects academics and writers with individuals in the restaurant industry. Fertel said that the purpose of the organization is to recognize the people, places, and events in Southern culinary history that have been “ignored, suppressed, or erased.”

At the Southern Foodways Alliance, Fertel collected oral histories in Memphis about the history of barbecue—a regional cuisine with its own set of rich and complicated mythologies that resonated with his academic work. These oral histories quickly began to produce a full-on set of research questions about the traditions of barbecue in the South, occupying an increasing amount of Fertel’s attention.

“I had a deal with my advisor,” he joked, “Every time I turned in a dissertation chapter, I could go back on the road. I really loved talking with these people—going deeper, beyond asking, ‘how long do you cook this piece of meat and at what temperature.’”

The result is The One True Barbecue, which deals with the often behind-the-scenes labor at barbecue restaurants. Fertel focused on a practice called whole-hog barbecue, in which a pig is cooked slowly over the course of 24 hours. At the time of his research, the number of whole-hog restaurants was dwindling. Today, just a few years later, Fertel points to whole-hog’s resurgence, with restaurants opening even in Brooklyn’s Bushwick neighborhood.

“It has become a really hip food style for a lot of reasons,” Fertel said, adding that the book tries to understand the tradition of the process, and complicate the popular histories that often of barbecue’s origins.

“It’s about the myth-making that is placed front-and-center at a lot of these restaurants,” Fertel said. In the course of his research, he explained, “I talked to individuals who have worked in restaurants […] the people whose names are not on the front of the building. Their pictures don’t hang on the wall. A lot of them have been working there for 50 years—but customers don’t know their names.”

In many cases, the actual cooking has to take place in a structure that is physically separate from the restaurants themselves. As Fertel put it, the back-of-house employees that he talked to, who are often the individuals responsible for the recipes and high quality of the food, “were so outside the restaurant itself that a lot of these people were foreign to their own restaurant.”

Fertel traces the roots of his emphasis on under-acknowledged physical and cultural labor—similarly done by individuals from racially or ethnically minoritized communities— to The New School for Social Research.

In addition to his research and writing, Fertel teaches at the University of Mississippi, and has taught history at Bard Early College in New Orleans. At Bard, roughly 100 students attend public high schools each morning. According to the school’s website, students “spend the second half of every school day as undergraduates of Bard College, completing the first year of a Bard education during the last two years of high school.”

In his work at Bard, Fertel had the chance to teach archival research methods, taking his students to museums and archives, and challenging them to deliver research presentations—all in the city that he had worried he’d never come home to again.

“New Orleans has always been seen as exceptionally different from everywhere else, not just in the South but in the country,” he reflected, adding, “It looked different, it was built differently. The people talked different. We had a French background. We have an exceptional history. We invented jazz. We invented Creole cuisine.”

Fertel’s ongoing work—in his research, writing, and teaching—deconstructs many of the founding myths responsible for public conceptions about the cuisine and culture of his hometown. He credits The New School for Social Research for teaching him some of the skills that have made this work possible. But in talking to him, it is immediately evident that his efforts to tell under-acknowledged stories and to restore forgotten figures to narratives about southern culture, cuisine, and identity are motivated by a much deeper connection to the hometown that he loves.