Tag Archive
04 December 2014 – Angela Thorpe 1
This is the third post in a series on issues of diversity in the public history field. Each post in this series is based upon oral interviews conducted with public history professionals. Each interview was conducted in a traditional interview question and answer format. Read More
20 November 2014 – Angela Thorpe 3
This is the second post in a series on issues of diversity in the public history field. Each post in this series is based upon oral interviews conducted with public history professionals. Each interview was conducted in a traditional interview question and answer format. Read More
13 November 2014 – Angela Thorpe 4
This is the first post in a series on issues of diversity in the public history field.
“I’m surprised to see you here. You know this museum is for white people, right?” These words greeted me during my first days of an internship at a Greensboro, North Carolina, museum last August. Read More
10 November 2014 – Pete Anderson 4
Academic careers are hard to come by these days. Public historians will not be surprised by the posts on the active #altac hashtag on Twitter or the Social Science and Humanities Research Council of Canada’s (SSHRC) recent “White Paper on the Future of the PhD in the Humanities” that observed that only between 10 and 15 percent of those who enter PhD programs will be employed at a post-secondary institution [1]. Read More
09 October 2014 – Abby Curtin 6
Currently, public history educators are discussing whether their graduate students should be required to write master’s theses. Although some students (including myself) at times bemoan the thesis as impractical and suggest a public history project or portfolio as an alternative, I found my thesis experience to be integral to my development as a public historian. Read More
11 September 2014 – editors
Recently, Jane Becker initiated a conversation about doing collaborative projects with students and community partners on the public history educators’ listserv. An edited and condensed version of the discussion follows.
Jane Becker: For the past few years, I have developed collaborative projects for my public history graduate students to undertake with community partners. Read More
20 August 2014 – Theresa Koenigsknecht 1
Thanks to the exponential increase in availability of digitized collections, possibilities in exhibit research have drastically expanded. Digital collections have become essential tools that help ensure the success of projects with limited budgets and tight deadlines, which most public historians might agree is just about every project. Read More
06 June 2014 – editors 1
“At Home in Holland,” a new digital history project by students at the University of Amsterdam, responds to the way that hostile reactions to immigrants have undermined the traditional idea of Dutch tolerance and hospitality in recent years. The current Dutch asylum policy was developed in the 1980s. Read More
28 May 2014 – editors 1
We asked and you shared! One hundred sixty-six respondents participated in the NCPH New Professional and Graduate Student Committee survey, offering their input for creating a consumer’s guide to public history. Now officially titled “Public History Navigator: How to Choose and Thrive in a Graduate Program,” this exciting project will provide one tool to address shared concerns about the “perfect storm”–the phrase National Council for Public History Past President Bob Weyeneth used to describe the public history training and jobs crisis. Read More
16 May 2014 – Adina Langer 2
volunteerism, methods, public engagement, interpretation, education, consultants, training, National History Day
What do exhibits about Marie Antoinette’s fashion and Ayatollah Khomeini’s political action, and websites about the invention of the toilet and the dissemination of the Pentagon Papers have in common? They are all student entries in the National History Day competition that I’ve had the opportunity to review as a judge over the past seven years. Read More