Nicholas James Hudson
Relevant Degree Programs
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Doctoral Student Supervision
Dissertations completed in 2010 or later are listed below. Please note that there is a 6-12 month delay to add the latest dissertations.
This dissertation explores the role of risk, the function of risk-taking, and women’s sexual behaviour as expressed in British narratives published between 1683 and 1740. I adopt a biocultural approach — namely, a consilient perspective that gives primacy to how human nature developed through the coevolution of biology and culture. Hitherto, most eighteenth-century literary and cultural critics have not taken advantage of the explanatory and revelatory power of the biocultural approach. The four case studies I present here explore the function of women’s risk-taking in my chosen texts. I focus on possibilities that emerge for heroines at the risk of being raped, being socially or sexually abandoned, suffering loss of financial security, facing poor marriage prospects, ruining romantic attachments, and being deprived of sexual gratification. My introductory chapter lays out the biocultural approach and details some of the key features of our evolved psychology that inform human sexual behaviour. Chapter One explores a much-neglected novel, The London Jilt. In this chapter, I argue that the novel’s heroine emerges as a prosocial whore who willingly incorporates altruistic punishment as a strategy for managing intersexual conflict, even as her prosociality is continually offset by her own opportunism. Chapter Two examines Daniel Defoe’s sexualized characterization of Lady Credit who, I argue, deploys a whore’s stratagem to recruit bipartisan support for England’s nascent credit system. Through Lady Credit, homosocial cooperation is made possible despite distrust between warring political factions. Chapter Three considers the effects of loss aversion and intrasexual competition on female sexual risk-taking in Eliza Haywood’s Love in Excess. In this chapter, I also detail how sexually climactic possibilities might emerge from intentional delay of sexual gratification. Chapter Four investigates Samuel Richardson’s Pamela. I assert that Pamela’s self-deception is an intrasexually competitive strategy that allows Pamela to increase sexual risk-taking while avoiding social and parental punishment. And ironically, Pamela’s self-deceptive tactics allow this heroine to win over the man who continually threatens Pamela with rape. Ultimately, my dissertation reveals that, by way of a biocultural perspective, risk and risk-taking bring out new facets and dimensions of women’s sexual nature thus far overlooked and undiscovered.
The following is a transatlantic study of the initial English and Spanish reactions to the problem of language difference in the Americas, focusing on the language related literature of England, Spain, New England, and New Spain, from 1492 to 1693. As part of the arts of empire, which is the use of language technologies for domination, both English and Spanish explorers, historians, and colonists created bilingual word-lists in the primary phase of the language encounter, yet the burgeoning empires’ responses diverged significantly with the deployment of missionary linguistics, resulting in the extremely uneven production of Amerindian grammars. This disparity in descriptive linguistics signals an understudied historical problem that I explain through comparative analysis of the English and Spanish traditions of language policy and language sciences, with particular regard for the effects of the Reformation on monastic communities and the funding of missionary expeditions. Another problem resides in the manner in which linguistic imperialism de-articulates the linguistic data from the language consultant and the historical context. Moving from texts founded on the interview of language slaves to texts requiring more willing collaboration, my response is the creation of an interpretive model, called narrative re-articulation, that combines linguistic data into a virtual syntax in such a way that the moment of language exchange, called the coercive consultation event, is reinserted into the historical narrative. This expands our understanding of the language encounter and linguistic imperialism by identifying language consultants by name, when possible, and by demonstrating the survivance of Amerindian cultures and Amerindian historical figures. Pushing against the early modern de-articulation of the Amerindian consultants from the consultation event, and questioning the reasons for such divergent literary responses to the problem of language difference, I create an interpretive frame for recovering the moment of language exchange and explain the theological and institutional differences between the English and Spanish models for linguistic imperialism in the Americas.
Master's Student Supervision
Theses completed in 2010 or later are listed below. Please note that there is a 6-12 month delay to add the latest theses.
This thesis looks at theories of the emergence of linguistic difference put forward by three philosophers of the (long) eighteenth century—Gottfried Wilhelm Leibniz (1646–1716), Étienne Bonnot de Condillac (1715–1780), and Johann Gottfried Herder (1744–1803). The conventional, and in most regards accurate, assessment of these figures places them in different traditions (respectively rationalist, empiricist, romantic); however, I argue, on the matter of the growth and diversification of natural languages, they operate to a nontrivial extent on common ground, unified by a view of language as 1) creative, using metaphor, analogy, and similar figurative operations to expand its expressive base; 2) social, rooted in the desire for human communion; and 3) relativistic, meaning both that language shapes or constitutes thought and that the precise nature of this effect varies according to the individual characters of different languages. These common ideas emerge, despite the different preoccupations of their authors, as a result of their common need to grapple with the “linguistic turn” effected by the Essay Concerning Human Understanding of John Locke (1632–1704) and the emergence of proto-linguistics as a field in its own right. I then consider the implications of this creative–social–relativistic episteme for the current (twentieth- and twenty-first-century) line of research on linguistic relativity inaugurated by BL Whorf (1897–1941). I will try to illustrate that Whorf is connected to the eighteenth century, and Leibniz, Condillac, and Herder to each other, by several specific shared concepts: 1) that linguistic and cultural variation happens due to the use of words to organize the world in ways that vary across communities (what Condillac calls the “connection of ideas”); 2) that alongside or underneath its relativism, meaning is always to some degree universal and innate, a notion to which each writer considered here brings a different admixture of rationalism, empiricism, and theosophy; and 3) that Herder’s advocacy of a translinguistic, interpretive Einfühlung, or ‘empathy’, dependent on the preservation of both universal and relativistic principles, is crucial to the attainment of an intercultural harmony that respects and does not reduce the differences in linguacultural thought-worlds.