Dr. William Cohoon Q&A

Teaching in the MLA since:				2024
Specialty/Area of Research:				Latin American History
MLA Courses Taught:				Colonial Latin American History U.S. Foreign Relations in Latin America

 

 

 

 

 

 

How many years have you been teaching in the MLA program and what class or classes have you taught?

This is my first year teaching in the MLA program. This spring I taught colonial Latin American history, and during the first summer section I am teaching U.S. Foreign Relations in Latin America.

Tell us a little bit about your specialty or area of research?

My area of expertise is Latin American history. More specifically, I specialize in information systems and spatial strategies for the purposes of social control in the late colonial Peru.

 

 

How does your background inform your teaching and scholarship?

My background informs my teaching and scholarship in several ways. As someone with a Ph.D. in colonial Latin American history, I bring a deep understanding of the historical context and complexities of Latin American societies, cultures, and colonial legacies to my teaching and research. My expertise in colonial Latin American history allows me to offer unique insights into the socio-political, economic, and cultural dynamics of the region, enriching classroom discussions and scholarly analyses.

Growing up in a lower-middle-income household and being the first person in my family to attain a bachelor's, master's, and Ph.D. degrees has instilled in me a strong sense of resilience, determination, and empathy. These qualities shape my approach to teaching, as I strive to create inclusive and supportive learning environments where all students feel valued and empowered to succeed, regardless of their background or circumstances.

My travels throughout Latin America have broadened my perspective and enriched my understanding of diverse cultures, languages, and histories. This multicultural background informs my teaching by fostering a global outlook and encouraging critical engagement with different worldviews and perspectives.

Overall, my diverse background informs my teaching and scholarship by enriching the depth and breadth of my insights, fostering empathy and inclusivity, and promoting interdisciplinary approaches to knowledge production and dissemination.

What do you hope students walk away from your class having learned or gained?

In my class, I hope students walk away with a comprehensive understanding of Latin American societies, cultures, and colonial legacies, grounded in historical context and enriched by unique insights from colonial Latin American history. By delving into the socio-political, economic, and cultural dynamics of the region, students will gain a nuanced perspective that fosters critical thinking and deepens their appreciation for the complexities of Latin American history.

Moreover, I hope to instill in students the values of resilience, determination, and empathy that have shaped my own educational journey. Through creating inclusive and supportive learning environments, I strive to empower all students to succeed, regardless of their background or circumstances, and to foster a sense of belonging and community within the classroom.

 

 

Tell us about any research you are currently working on.

My current research project, titled “Colonial Landscapes: Information Systems and Spatial Strategies for Social Control in Bourbon Peru, 1746-1808,” examines the methods that the Spanish king and his administrators implemented to collect data on the Viceroyalty of Peru’s physical and social landscape to better control a disparate population. My research shows that after nearly two centuries of perceived instability under the Hapsburg dynasty, Bourbon officials believed it had become essential to reconceptualize how to govern rural and urban environments and its inhabitants. Between 1746 and 1808, Peru experienced several environmental disasters, like the 1746 earthquake and subsequent tsunami that leveled the port city of Callao and most of Lima, which led to widespread looting and criminal activity. Additionally, Bourbon reformers felt the need to respond to indigenous rebellions in the Andes, most notably the Juan Santos Altahualpa rebellion of the mid-1740s and the Tupac Amaru II uprising in the early 1780s. Enlightened officials believed that to try and prevent an increase in criminal activity and potential revolts they needed a more efficient way to circulate, collect, and disseminate information to make more informed decisions. To accomplish this objective, the king and his administrators enacted several royal orders. The principal directive focused on implementing the intendant system that divided the viceroyalty into seven intendencias (provinces) and each province into several partidos (similar to a county). A province’s intendant governor held numerous responsibilities, but perhaps the most important duty centered on the annual inspection of his region. The inspection included mapping the province and each city visited, writing about the inhabitants, collecting census data, and evaluating infrastructure, which included not only roads and bridges but also a town’s streets, townhall, and jail. The governor held the additional task to assess the town’s ability to police its inhabitants. Despite the crown’s desire to reshape the empire, numerous obstacles prevented their plan’s successful implementation. Resistance emerged in the indigenous communities that often relied on their Spanish acculturation to challenge provincial bureaucrats’ demands. Religious orders relied on their geographic expertise to undermine royal and private infringement in their parishes. Regional officials often refused to cooperate with their superiors due to personal grudges that undermined the monarchy’s objective to strengthen social control.