Public History and School最新文献

{"title":"What is Public History","authors":"Marko Demantowsky","doi":"10.1515/9783110466133-001","DOIUrl":"https://doi.org/10.1515/9783110466133-001","url":null,"abstract":"Do you like to study history but wonder what you can do with a history degree? If so, the public history program at North Dakota State University may be for you. This innovative program is the first and only one of its kind in the Upper Midwest for undergraduates. It provides students with the opportunity to explore a variety of careers and prepares them for employment or graduate school in the expanding field of public history. Examples of new opportunities for public history majors in recent years include employment in historical societies, museums, archives, historic preservation, corporations, municipalities, labor and farm organizations, and state and federal government agencies.","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125697679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"If They are Taxi Drivers – What Are We? Archives and Schools","authors":"J. Hodel","doi":"10.1515/9783110466133-011","DOIUrl":"https://doi.org/10.1515/9783110466133-011","url":null,"abstract":"It may sound strange that this contribution deals with taxis and their drivers. What do taxi drivers have to do with Public History? Actually, they have much more to do with it than one might see at a first glance, once we enter the world of metaphorical equivalents. The idea for this text stems from reading a tweet that was posted by Jessamy Carlson.1 She works at the National Archives in London and posted the following tweet during the British Archives & Records Association conference in 2011: “Archivists must be the taxi drivers of knowledge, directing people to interesting and innovative places they might like to see.”2 As soon as we enter the field of metaphors, many questions arise. In this particular case, the most pressing for my situation was: If they – the archivists – conceive themselves as taxi drivers of historical knowledge who take people to places of historical interest (to paraphrase Carlson) – then what are we history educators? Are we bus drivers who get groups of people (i.e., students) on a tight schedule (i.e., timetable) to places where they more or less want to be, but that are held important and interesting by the management of the bus company (i.e., ministerial curriculum authors)? Or are we taxi drivers as well? And if so, do we belong to a competing company – or to the same one? What would represent the traffic system in this case? And, after all, do both sides see this metaphorical situation in the same way? Of course, using metaphors takes us only so far. You easily can get lost – and not in a metaphorical way, even though you might have experienced getting lost with taxis and busses as well. So let’s stop using metaphors for now and get into the matter more thoroughly: What are the following considerations about? The first question is: Why are archives engaging in history education? And what for? This leads inevitably to the underlying question: Why should this selfconception of archivists as taxi drivers of knowledge, presented by a British archivist in a tweet, be of any concern to Public History, to history education, and to history educators in the first place? We live in a free society – and should we not","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129080329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Public History – What Shall We Teach Prospectively? Remarks and Considerations","authors":"Charlotte Bühl-Gramer","doi":"10.1515/9783110466133-014","DOIUrl":"https://doi.org/10.1515/9783110466133-014","url":null,"abstract":"","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121283757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Public History – What Shall We Teach Perceptively: Russian Situation","authors":"Alexander S. Khodnev","doi":"10.1515/9783110466133-013","DOIUrl":"https://doi.org/10.1515/9783110466133-013","url":null,"abstract":"Before we discuss the future of public history teaching a question should be raised if there is a future for the history in Russia? Francis Fukuyama saw the end of the history at the time of the end of the Cold War in the early 1990s. And this was connected with the triumph of the West, with the victory of the international democratic liberalism for marxism. However, global contradictions have remained, they acquired a new shape and form, ensuring the continuity of history, and therefore its tomorrow. Yet, the history, of course, does not develop according to the paradigm explained by Francis Fukuyama, but according to its own laws. History have experienced in Russia serious difficulties in the last 25–30 years. It was tough for many Russian historians who defended the old marxist ideology to give up the idea that history cannot predict the future, and it does not have an authority to teach the lessons to the people. All alterations that happened in world historiography all the famous “turns” were met in Russia with much pain. Postmodernism was identified in Russia by many historians as a serious and harmful foreign influence on the verge of enemy ideology capable to undermine the very foundations of native Russian civilization and history. There exists an opposite point of view. Professor Andrei Sokolov encourages historians to experience “liberating influence of postmodernism on our historical consciousness, and on this basis to restore the prestige of history.”1 In general, the question of the future of history in Russia and possible ways of its teaching, especially in the field of public history, does not look simple and clear.","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131184030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public History and the School Curriculum: Two South African Case Studies","authors":"R. Siebörger","doi":"10.1515/9783110466133-002","DOIUrl":"https://doi.org/10.1515/9783110466133-002","url":null,"abstract":"Case study provides an opportunity both to explore historical incidents or topics and to discuss the inherent questions that they raise. In considering the challenges faced by teachers and students in the public history content of prescribed school history curricula, it seems appropriate to select the most obvious cases to investigate. South Africans who went to school before the democratic era (pre1996) would have no hesitation in identifying The Great Trek1 as the dominant narrative and prevailing public history theme in the history they experienced at school. Similarly, anyone, citizen or visitor, who was asked to identify an iconic site in the history of apartheid and the political transformation of South Africa would be bound to identify Robben Island, on which Nelson Mandela was imprisoned for eighteen years (see Siebörger 2012 regarding the post-apartheid school history curriculum).2","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"14 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126148510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"History Teaching in the Focus of the Swiss People’s Party – The way Policies Take Influence on Schools, too","authors":"Peter Gautschi","doi":"10.1515/9783110466133-009","DOIUrl":"https://doi.org/10.1515/9783110466133-009","url":null,"abstract":"The textbook “Hinschauen und Nachfragen – Die Schweiz und die Zeit des Nationalsozialismus im Licht aktueller Fragen“ (Looking losely and questioning – switzerland and the National Socialist era in the light of current questions)1 already attracted great attention in the Swiss media landscape when published as the following brief summary of headlines makes clear: – The “scandal” gets into our schools – A textbook causes controversies – A new book that gives food for thinking – A new textbook with explosive content – Textbook: the new political battlefield – A new textbook shakes our collective memory – A dispute about shaken views of history2","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122682090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching, Learning, and Understanding of Public History in Schools as Challenge for Students and Teachers","authors":"Daisy H. Martin","doi":"10.1515/9783110466133-005","DOIUrl":"https://doi.org/10.1515/9783110466133-005","url":null,"abstract":"","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133593896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Integration and the Idea of “Zweckrationalität”","authors":"T. Hellmuth","doi":"10.1515/9783110466133-010","DOIUrl":"https://doi.org/10.1515/9783110466133-010","url":null,"abstract":"","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121858875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public Historians in the Classroom","authors":"R. Parkes","doi":"10.1515/9783110466133-008","DOIUrl":"https://doi.org/10.1515/9783110466133-008","url":null,"abstract":"This article explores school history as a site of public history. It will start with some observations of the important points raised by Zerwas and Carretero in this volume, about school history and its relationship to public history, and then con-sider these ideas in the context of an example from Australia, my own national context. It will conclude by considering some of the challenges facing history teacher education and its role in producing public historians for the classroom.","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129377836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning, and Understanding of Public History as Part of the Professional Historical Education at German Universities","authors":"Cord Arendes","doi":"10.1515/9783110466133-003","DOIUrl":"https://doi.org/10.1515/9783110466133-003","url":null,"abstract":"Today Public History may be viewed as a particularly promising area of academic teaching and research at German universities within the science of history. Progress and form of its institutionalization have so far mostly followed the US-American model.1 Certainly, Public History has been established internationally as an academic research and teaching discipline.2 However, in the German Higher Education system Public History is still in a kind of standby position: The institutionalization of Public History had in recent years been rooted with a noticeably increasing number in professorships, staff positions, university courses and areas of focus. So far, however, it has not been possible to determine to what extent this trend has contributed to the establishment of Public History as a generally accepted part of historical research in Germany. A number of important questions have not yet been answered: They relate on the one hand to content, theoretical and methodological boundaries of Public History.3 On the other hand they refer to the actors involved: Who exactly are Public Historians? Do they differ from ‘normal’ historians and, if so, in which form?4 What about the many contact zones between the science of history and the public? And how can we overcome","PeriodicalId":130783,"journal":{"name":"Public History and School","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113968242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}