What kind of knowledge and skills do you need in order to create a viable historical consulting practice?
Becoming a consultant requires more than simply deciding to work for yourself. It requires the shift to a new mindset, because as an independent consultant you become a creature of the marketplace. Read More
NOTE: This post is part of a new and, we hope, semi-regular series in which public history educators share insights and observations about their use of “classic” texts in the public history classroom.
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Michel Rolph Trouillot, historian, anthropologist, Haitian intellectual and University of Chicago professor, died in July at age 63. Read More
As I approach my second year of doctoral studies in history, I find myself thinking often about dissertation topics. These ruminations may be premature. General exams have not even clouded my horizon yet. Still, I feel a special burden to choose topics wisely because I hope to secure an academic job teaching in a public history program. Read More
Looking from across the pond, the maturity and scale of public history as a discipline and a sector in the US is a striking phenomenon. The narrative is well-established: the crisis in the academic job market; the emergence of new contexts for historical employment, in preservation, education and regeneration; the entrepreneurship of universities in structuring the supply of skilled professionals through new programmes emphasising workplace skills and experience. Read More
David Walsh’s article on the History News Network, “Public History’s Great Showing at the 2012 NCPH/OAH Annual Meeting,” observed not only the vitality of public historians within the historical field, but also the unique relationship between public history and digital history. Read More
In 2004, I completed my MA graduate program in History with a sure sense of what was going to happen next: teach for a year, and then start a Ph.D. program. By 2007, I wasn’t sure if a Ph.D. was in my future and started exploring other options. Read More
There are many transitions we go through when we leave graduate programs and start working as public historians. A hard one for me was the transition from student to role model and possible mentor to others working in the field of history. Read More
As a professor at a community college, I am typically absorbed in teaching, focused on my classes and students–as many as five classes and upwards of 120-150 students per semester. But recently, I’ve been increasingly engaged in public history by way of developing an associate’s degree program in the field and through involvement in other activities, including the utilization of a restored 1808 manor house on campus, which was the centerpiece of a horse farm when the region had a thriving thoroughbred racing and breeding industry. Read More
When I graduated in 2009 from Texas State University with my Master’s degree in public history, I could not wait to go out into the world to apply the knowledge that I had gained while in school. Last year, I was invited back to my alma mater to speak to an Introduction to Public History class about my work and how my degree has helped. Read More
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