History - Assistant Professor. Dr. Pavlakis received his Ph.D. from the University at Buffalo (State University of New York at Buffalo), completing fields in Modern European History, Modern British History, and Atlantic History, with additional special attention to colonial and post-colonial Africa. His research focuses on the how European humanitarianism dealt with colonial rule, especially as it pertained to Africa. His dissertation provides the basis of a forthcoming book on the Congo Reform Movement in Britain and beyond (Ashgate, expected publication 2015). With an undergraduate degree in History and Economics from Harvard and a previous career in banking, he is a resource for students interested in exploring how to use a history major in a corporate career.
In addition to his enthusiasm for the study of history, Dr. Pavlakis tries to take advantage of the outdoors (not strenuously!) as well as sharing his indoor interests in music of all kinds, theater, strategy games (Diplomacy, Risk, miltary strategy), archival research, and Tolkien. He has done several leisurely biking tours in Europe and is always hoping to do one more.
Fields: Modern European History, Modern African History.
- British Humanitarianism and the Congo Reform Movement, 1896-1913 (Ashgate, 2015)
- Debating the Role of Religion in the Congo Reform Movement,” chapter in Religion in the Age of Imperial Humanitarianism, edited by Harald Fischer-Tiné, Johannes Paulmann, and Alexandra Przyrembel (forthcoming).
- “Reputation and the Sexual Abuse of Boys: Changing Norms in Late Nineteenth-century Britain” Men and Masculinities 17, no. 3 (Summer 2014), 325-346.
- “The Development of British Overseas Humanitarianism and the Congo Reform Campaign,” Journal of Colonialism and Colonial History, Vol. 11, No. 1 (Spring 2010).
- Review: Selling the Congo: A History of European Pro-Empire Propaganda and the Making of Belgian Imperialism, by Matthew G. Stanard in Contemporary French Civilization 38, no. 1 (2013), 129-130.
- Review: Freedom’s Battle: The Origins of Humanitarian Intervention, by Gary Bass, Journal of British Studies 38, no. 3 (July 2009), 794-795.
“It’s interaction with students that makes abstract history into something real and learnable. In the process we all – students and faculty alike – develop our understanding of the past and become better able to make sense of the present.”