Tag Archive
06 September 2013 – Robert Weyeneth 6
Continued from Part 3
Averting the storm
Let me conclude by reiterating that these personal reflections are offered in the spirit of “NCPH as a big tent,” open and welcoming to all public historians, old hands and new, inside and outside the academy. Read More
25 July 2013 – Rebecca Shrum 3
The American Historical Association created a great deal of discussion this week with a statement that “strongly encourages graduate programs and university libraries to adopt a policy that allows the embargoing of completed history PhD dissertations in digital form for as many as six years.” Read More
07 June 2013 – Leah Glaser 5
Public historians have long engaged with environmental topics and environmental historians to explore the long-term material effects of the decisions, actions, and conceptions of people in the past. As we move toward the 2014 NCPH conference, with its theme of “Sustainable Public History,” this is a good moment to take stock of some of those disciplinary conversations and to think about how to move them forward in a time of accelerating environmental challenges and crises. Read More
17 April 2013 – Elizabeth Belanger 2
Editors’ Note: This series showcases the winners of the National Council on Public History’s annual awards for the best new work in the field. Today’s post is by Elizabeth Belanger, author of “Public History and Liberal Learning: Making the Case for the Undergraduate Practicum Experience,” which won the 2013 G. Read More
10 April 2013 – editors 3
community history, education, graduate students, memory, museums, NCPH, NCPH 2013 Awards, preservation, projects, public engagement, scholarship, sense of place
Editors’ Note: This series showcases the winners of the National Council on Public History’s annual awards for the best new work in the field. Today’s post is by Ellen Kuhn, Shawna Prather, and Ashley Wyatt, students at the University of North Carolina Greensboro and co-creators of the exhibit “Past the Pipes: Stories of the Terra Cotta Community,” which won the 2013 Student Project Award. Read More
29 March 2013 – Cathy Stanton
You may have noticed by now that Public History Ryan Gosling has been reappearing in select locations. His handlers, Rachel Boyle and Anne Cullen, will be presenting a paper on last year’s PHRG phenomenon as part of a panel on “Connecting Communities” at the National Council on Public History meeting in Ottawa next month, and we’ve been very happy to have their help for some advance conference promotion. Read More
25 March 2013 – Abigail Perkiss
Read MoreIt is May 1, 1981. A jury of eight internationally renowned architects and sculptors has announced its pick for the design of the Vietnam Veterans Memorial, set to be constructed at the western end of the Constitution Gardens on the National Mall in Washington, D.C.
11 March 2013 – Alexandra Mosquin 3
conference, education, employment, government, new professionals, profession, scholarship, training, What Employers Seek panel
As a public historian and manager of historical research at Parks Canada for the past 12 years, I have sat on many hiring committees to hire historians, policy analysts, program officers and university students for a range of heritage and history projects based in our national office in Gatineau, Quebec. Read More
04 March 2013 – Thomas Cauvin
conference, digital media, education, international, profession, public engagement, training, WG Teaching PH
In a recent post on History@Work, Zachary McKiernan discussed the utility of an international vision of public history. In many ways, this post encapsulates the rising interest in public history practices outside North America. The recent creation of the International Federation for Public History (IFPH) is a prime example of this. Read More
20 February 2013 – Randy Bergstrom 8
We are interested in applying a new theoretical approach to public history, and we need your help.
The theory is called “threshold concepts.” Jan Meyer and Ray Land (both education specialists) developed threshold concepts as a way of explaining how students grasp (or don’t grasp) particular disciplines. Read More