National Council on Public History

guy chet, university of north texas

PROPOSAL TYPE

• Roundtable

SEEKING

• General Feedback and Interest

RELATED TOPICS

• Museums/Exhibits
• Public Engagement
• Teaching and Training

ABSTRACT

The panel examines how scholarly research shapes public understanding of the American Revolution. The dominant geographic framework educators use to explain the Revolution is eastern (Atlantic). It conditions students to see nationhood as the key storyline in the coming of the Revolution. It frames a narrative of change – the transformation of English settlers into Americans. Other fields of specialization (e.g. Indigenous America & Canada) use different framworks & periodizations altogether.  Panelists will discuss how their research specialization enforces a particular classroom narrative, whether students are aware of this, and whether presenting the Revolution from multiple perspectives enlightens or confuses undergraduates.

DESCRIPTION

I have a complete proposal ready to go, which I’m happy to send along.  I’m seeking advice on two issues:

First, is it correct to categorize the proposal as a roundtable?  It seems more accurate to list it as “other” (a discussion panel).

To allow maximal time for audience participation, this panel includes three panelists – an eastern-seaboard colonialist (Chet), a Native-American historian with a more Western perspective on the Revolutionary Era (Eric Hinderaker), and a specialist on early-Canadian history (Claire Campbell).  Panelists will discuss how their vantage points on the Revolution – from the East, from the West, and from the outside – frame their classroom narratives on the Revolution, and how receptive or resistant students are to these narratives.   Since many in the audience will be as experienced as the panelists in teaching Revolutionary history, the panel presentations (10-12 minutes each) will initiate an open-forum discussion, instead of a traditional Q&A session directed at the panelists.  Instructors in the room will be invited to relate how a teacher’s research agenda can enforce a particular narrative on his/her audience, whether students/listeners/spectators are aware of this, and whether instructors enlighten or confuse their audiences by trying to present the Revolution from multiple perspectives.  Given that scholars cannot accommodate conflicting conceptual frameworks in their research monographs, can they achieve such intellectual pluralism when addressing the general public?

The second issue I’d like feedback on is whether we need a chair/commentator for such a panel, given that we want it to lead to an open-forum discussion, rather than a traditional Q&A.

If you have a direct offer of assistance, sensitive criticism, or wish to pass along someone’s contact information confidentially, please get in contact directly: Guy Chet, University of North Texas, [email protected]

ALL FEEDBACK AND OFFERS OF ASSISTANCE SHOULD BE SUBMITTED BY JULY 6, 2020. If you have general ideas or feedback to share, please feel free to use the comments feature below.

Discussion