I feel learning about the past is not a lonesome chore; it is something to be shared in. Communicating my knowledge, galvanising new thinking, and helping all interested minds in interacting with history is therefore something in which I invest a lot of time and energy. Below are the courses I’ve taught to date as well as indicators of my performance.
To see the other ways which I communicate my research and interests in history, please take a look at the Outreach Page or feel free to contact me.
SE European Integration (Amsterdam)
SE The Other Europe (Amsterdam)
SE Trials of Communism: Justice and Ideology in Central-Eastern Europe (Amsterdam)
PS Globale Ansätze zur Geschichte der Habsburgermonarchie (Innsbruck)
Austria – An Oceanic History
A Global History of the Habsburg Monarchy, 1500-1918.
Transculturation and Circulation: Knowing Austria Inside and Out, 1642-1942.
Scottish and Tyrolean Remembrance Culture in Comparison.
Modern European History (1500-1989)
Modern United States History (1900-2000)
Early Modern History (Global)
UE Transculturation and Circulation: Knowing Austria Inside and Out, 1642-1942 (University of Innsbruck)
In the winter semester 2021/2022, I am teaching a source-based course focused on the theories of transculation and circulation. By focusing on the concepts of transculturation and circulation, this course equips students with a broader toolkit with which to view and analyze Austrian history. It introduces them to the key texts within postcolonial studies and cultural theory and will instruct students in the use of sources that show the history of Austria (seventeenth to twentieth centuries) from inside and outside. It encourages students to engage with Austrian history through various viewpoints and historical mediums. Comparing and contrasting accounts of ‘Austria’ by ‘Austrians’ and foreigners, enables students to appreciate the process of shared knowledge-production.
PS Bonnie Prince Charlie & Andreas Hofer: Schottische und Tiroler Erinnerungskultur im Vergleich / Scottish and Tyrolean Remembrance Culture in Comparison (University of Innsbruck)
Together with Prof. Ellinor Forster, I am currently teaching an advanced class on the process of commenoration and memory culture around two distinct, but ultimately similiar, acts of sedition in the long eighteenth century: the 1809 Tyrolean uprising led by Andreas Hofer and the last Jacobite rebellion of 1745 led by Charles Edward Stuart. Bonnie Prince Charlie and Andreas Hofer are two well-known examples of “heroes” striving for regime change who carry an abundant historical memory since their respective attempts at rebellion. The focus of this Proseminar is the comparison of these archtypes as well as the interweaving of Scottish and Tyrolean remembrance culture. We cover a broad range of approaches from museum studies to material culture, representation in film to changing historiographical interpretations. We also include guest presentations by experts and visits to local sites of remembrance. Each student will produce a long essay on a particular aspect of this comparison guided by myself and Prof. Forster.
Student review of my lecture series resulted in above average performance with the majority responses rating the course as excellent. I make the file for full statistical feedback available below.
VO ‘A Global History of the Habsburg Monarchy, 1500-1918’ (University of Innsbruck)
I lecture on the global history of the Habsburg Monarchy and its dynasty. This course goes beyond the standard tropes of Habsburg history confined within the European dimension in order to re-orientate students’ perspectives on Habsburg history. It grounds students in the application of global history and makes them aware of the global entanglement of one of the world’s most important dynasties. This course (re)discovers the true ‘empire upon which the sun never set’ from Charles V’s vision of a ‘universal monarchy’ in 1500s to Franz Ferdinand’s tour around the world in 1893. The focus is truly global in that it takes examples from around the world, from Franz Joseph’s Land in the polar north to Baja California in the West to Tristan de Cunha in the mid-Atlantic to New Guinea in the East to Tianjin in present-day China. The overarching goal is to present students with the complicated but vibrant role that the Habsburg monarchy played in the shaping the world and that the world played in shaping the Habsburg monarchy.
Student review of my lecture series resulted in above average performance with the majority responses rating my course as excellent. I make the file for full statistical feedback available below.
Modern European History 1A (1500-1800) (University of Edinburgh)
In 2015-2016, I taught two weekly tutorials for undergraduates at the University of Edinburgh. The course focused on how European society has changed as a result of the interplay of major economic, social, religious, political and cultural developments. Our tutorials featured a wide chronological and thematic span covering gender, environment, micro-history methods, the Renaissance legacy, the Reformation(s), Thirty Years’ War, the Scientific Revolution, Fiscal-Military Statehood, Enlightenment, and the French Revolution. In addition I provided fortnightly pastoral support and graded essays (2,000 words) and primary source exercises/gobbet work (500-700 words).
Modern European History 1B (1789-1989) (University of Edinburgh)
In 2016, I tutored on the emergence of Modern Europe since the French Revolution to the Fall of the Berlin Wall. I was constructed my own syllabus and seminar content. As a result, I provided students with open-minded methods to approach European History. We not only covered core historical texts and readings but also discussed artworks, architecture, literature, and music as primary sources. I included a “For the Curious” section which suggested these types of relevant materials as a compliment to our reading material each week. This proved a huge success with students.
Early Modern History – A Connected World (University of Edinburgh)
From 2017 onward, I taught on a new course which sought to expand undergraduates’ understanding of the Early Modern era into a global perspective. Our seminar classes reflected this aim by discussing constructs of ‘Europe’ and ‘Modernity,’ the conquest of Peru, minorities across cultures, economic divergences, knowledge and science in the Iberian Empires, global enlightenment, international trade and consumerism, as well as social relations/classes in the Aztec, Chinese and Swedish cultures. In addition to pastoral support I also marked coursework in the form of mid-terms (1,500 words) and end-of-semester essays (2,500 words).
Modern United States History (1900-2000) (University of Edinburgh)
In 2017, I also taught Modern American History of the 20th Century from the Spanish-American War to inauguration of President Trump. Given this was the first to fall during the Trump Presidency, students were particularly keen to explore the history of current debates in American History. I adapted my weekly seminars as a result to feature a concluding segment on how our historical discussion reflected today’s news. For each discussion I provided them with contemporary material from a wide range of political and social commentators. This fresh approach was very well received among students and the course made them aware of the importance of historical knowledge to our current situation.
Testimony By Students
“Having Jon as my tutor improved my entire experience of the course. He recommended a plethora of supplementary material that was interesting, informative, and aided my understanding of the topics. I really enjoyed the range of perspectives we were introduced to thanks to Jon. The group and individual discussions especially improved my confidence in the seminar setting. Jon is a fantastic teacher and I enjoyed every tutorial and looked forward to them every week.”Lindsay
“Jonathan is an outstanding teacher – very perceptive of his students’ needs and interested in connecting the study of history to present-day concerns.”Alexander
“I really enjoyed the tutorials with Jonathan. I felt that he really helped me to engage with the topics discussed which in turn made them far more interesting. I now feel better prepared for my future years at University with regards to tutorial prep and overall engagement with topics and subsequent questions assigned. He taught me to look at the bigger picture and to look for a variety of research materials from various different periods and authors to allow for greater depth to be gathered and various opinions explored. I am very grateful for his help and advice throughout the semester.”Gabrielle
“Jon provided a warm and welcoming environment, which encouraged informed discussion, proving extremely helpful in my studies”Henry
“Jonathan was my tutor for Modern United States History. I thoroughly enjoyed our classes because Jonathan ran them slightly different to other classes I’ve had. Firstly, our classes were always focused on academic discussion surrounding our topics for the week rather than discussing exams or essay techniques; these were matters which students could discuss with Jonathan outside of the tutorial.
Secondly, I really valued the fact that Jonathan would select the readings himself, meaning that we were getting a tailor-made syllabus. This included Jonathan scouring the web to find a modern-day example in the news of history repeating which meant we not only learned about the past, but gathered an appreciation of how history has shaped America today. Lastly, I thought that Jonathan had a very skilful approach to including everyone in the class discussion so we could discuss the given topics and gain some confidence amongst ourselves.”Octavia,
“Jon Singerton was my tutor for the course A Connected World. As a Geography student I wanted to explore other academic disciplines and History was one of them. Jon was one of the best tutors I have ever had. He provided excellent guidance in my writing the two essays of the course and under his supervision my History essay writing skills greatly improved. He responded promptly to my course inquiries and provided me with a meticulously prepared reading list on extra-curriculum History topics. Even though his area of expertise lay with the Habsburg Empire, he covered the various topics of the course diligently, and came to the tutorials always well prepared, providing us with additional media which deepened our understanding of the material. His teaching resulted in my developing a deeper interest for History and inspired me to take more History courses in university as well as to put some History books in my holiday reading list.”Evripidis