Rachel Nuñez

In all of my courses, students read and analyze primary sources – the “raw material” of history. Whether we’re looking at the “Declaration of the Rights of Man,” a speech by a 19th-century feminist, or the debate between Hindu and Muslim nationalists in India, primary sources allow us to grapple with the complexity, indeed the messiness, of the past. I push students to come up with their own interpretations of texts (backed up with evidence, of course) and to ask thoughtful and probing questions. I view teaching as an extended conversation, one in which I have expertise but not all the answers. I also put a lot of emphasis on the writing process since I believe that clear writing and clear thinking are connected.