{"title":"Joanna Wojdon, Dorota Wiśniewska, ed., Public in Public History","authors":"P. Knevel","doi":"10.1515/iph-2023-2014","DOIUrl":"https://doi.org/10.1515/iph-2023-2014","url":null,"abstract":"","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"173 3","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152950","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}
Abstract This article emphasizes that social justice – as both a process and a goal – should be put forward as guiding principle for applied historians who want to engage in partnerships with public institutions. While ethical issues are intrinsically intertwined with addressing contemporary problems and facilitating social change, I argue that reflective and reflexive questioning before, during and after a partnership with institutions in power can bring ethical responsibility to the applied history field. The principles of reflection and reflexivity align with social justice by creating greater transparency in both the actions of applied historians, as well as in the actions of the advised institutions.
{"title":"Partnerships with Public Institutions: Reflecting on Applied History and Social Justice Principles","authors":"Julie Wynant","doi":"10.1515/iph-2023-2010","DOIUrl":"https://doi.org/10.1515/iph-2023-2010","url":null,"abstract":"Abstract This article emphasizes that social justice – as both a process and a goal – should be put forward as guiding principle for applied historians who want to engage in partnerships with public institutions. While ethical issues are intrinsically intertwined with addressing contemporary problems and facilitating social change, I argue that reflective and reflexive questioning before, during and after a partnership with institutions in power can bring ethical responsibility to the applied history field. The principles of reflection and reflexivity align with social justice by creating greater transparency in both the actions of applied historians, as well as in the actions of the advised institutions.","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"68 5","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957122","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}
Abstract The ‘aragalaya’ or the ‘people’s struggle’ was perhaps one of the most important and successful movements of Sri Lanka’s long history of democracy. In 2015, democracy prevailed, unexpectedly and against all odds, when Sri Lankans, unsatisfied with their political representation, ‘voted out’ a government. In 2022, just as unexpectedly and for the first time in his history, the people of Sri Lanka ousted a government through mass protest and uprising. The protesters, cutting across socio-economic class and arguably many other barriers, came together and marched to Colombo’s Galle Face Green, in parallel to each other and to each other’s goals. This time, they came to do more than simply oust a government but for an idea of justice, equity, democracy, and system change. This article explores the memories and perspectives of those who ‘lived’ on the protest site and the relationship between memory, place, and the social construction of space, as they reconvened for a memory-mapping exercise in co-creating public histories of the aragalaya (struggle) and the aragala bhoomiya (site of struggle).
{"title":"Memoryscapes: The Evolution of Sri Lanka’s Aragala Bhoomiya as a People’s Space of Protest","authors":"Radhika Hettiarachchi, Samal Vimukthi Hemachandra","doi":"10.1515/iph-2023-2012","DOIUrl":"https://doi.org/10.1515/iph-2023-2012","url":null,"abstract":"Abstract The ‘aragalaya’ or the ‘people’s struggle’ was perhaps one of the most important and successful movements of Sri Lanka’s long history of democracy. In 2015, democracy prevailed, unexpectedly and against all odds, when Sri Lankans, unsatisfied with their political representation, ‘voted out’ a government. In 2022, just as unexpectedly and for the first time in his history, the people of Sri Lanka ousted a government through mass protest and uprising. The protesters, cutting across socio-economic class and arguably many other barriers, came together and marched to Colombo’s Galle Face Green, in parallel to each other and to each other’s goals. This time, they came to do more than simply oust a government but for an idea of justice, equity, democracy, and system change. This article explores the memories and perspectives of those who ‘lived’ on the protest site and the relationship between memory, place, and the social construction of space, as they reconvened for a memory-mapping exercise in co-creating public histories of the aragalaya (struggle) and the aragala bhoomiya (site of struggle).","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"22 6","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589840","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}
E. S. Sosu, G. Boadu, Emmanuel B. Boateng, Christopher Appiah-Thompson
Abstract The Transatlantic Slave Trade was one of the cruelest events in human history, with its effects spanning several centuries. Slave monuments are visible representations of the memory of the slave trade and avenues for public discourse about the event and its impacts. This study draws on YouTube videos commemorating the Transatlantic Slave Trade in Ghana, examining not only the content of the videos but also the comments that YouTube users made on the videos. Based on the videos and comments, we analyze public sentiments, interpretations, and reconstruction of the Transatlantic Slave Trade. This study finds that social media presents opportunities to intensify public discourses about the Transatlantic Slave Trade. Public interpretations of the event convey a sense of optimism, forgiveness, reconciliation, and hope for a better and fairer world. Implications for the teaching of difficult histories in schools are discussed.
{"title":"Public History in Digital Spaces: Public Interpretations of the Transatlantic Slave Trade and Its Implications for History Teaching","authors":"E. S. Sosu, G. Boadu, Emmanuel B. Boateng, Christopher Appiah-Thompson","doi":"10.1515/iph-2023-2013","DOIUrl":"https://doi.org/10.1515/iph-2023-2013","url":null,"abstract":"Abstract The Transatlantic Slave Trade was one of the cruelest events in human history, with its effects spanning several centuries. Slave monuments are visible representations of the memory of the slave trade and avenues for public discourse about the event and its impacts. This study draws on YouTube videos commemorating the Transatlantic Slave Trade in Ghana, examining not only the content of the videos but also the comments that YouTube users made on the videos. Based on the videos and comments, we analyze public sentiments, interpretations, and reconstruction of the Transatlantic Slave Trade. This study finds that social media presents opportunities to intensify public discourses about the Transatlantic Slave Trade. Public interpretations of the event convey a sense of optimism, forgiveness, reconciliation, and hope for a better and fairer world. Implications for the teaching of difficult histories in schools are discussed.","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"9 12","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587705","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}
Abstract Over the last two decades, there has been an emergence of research pertaining to the impact of in-person engagement with historical sites on visitor wellbeing. Yet, despite this increasingly prolific research into the impact of historic places on individual visitors’ or participants’ wellbeing, the impact of digital online engagement with historical places on user wellbeing has been largely overlooked. This research sought to investigate and compare the impact of digital engagement versus in-person engagement on wellbeing at the heritage site Elizabeth Gaskell’s House (UK). The quantitative and qualitative evaluation is based on public health care accredited measures (PANAS), previously piloted wellbeing measures designed for use in a heritage context (MWS), and visitor/user commentary. These methods enabled this study to begin to determine the differential wellbeing impact when engaging with heritage online or in-person and conclude that digital engagement provides an opportunity for historic places to lessen wellbeing inequality and support wellbeing.
{"title":"Public History and Wellbeing: A Comparative Analysis of the Impact of Digital and In-Person Engagement on Visitors’ Subjective Wellbeing at Elizabeth Gaskell’s House, UK","authors":"Amy Luck, Faye Sayer","doi":"10.1515/iph-2023-2011","DOIUrl":"https://doi.org/10.1515/iph-2023-2011","url":null,"abstract":"Abstract Over the last two decades, there has been an emergence of research pertaining to the impact of in-person engagement with historical sites on visitor wellbeing. Yet, despite this increasingly prolific research into the impact of historic places on individual visitors’ or participants’ wellbeing, the impact of digital online engagement with historical places on user wellbeing has been largely overlooked. This research sought to investigate and compare the impact of digital engagement versus in-person engagement on wellbeing at the heritage site Elizabeth Gaskell’s House (UK). The quantitative and qualitative evaluation is based on public health care accredited measures (PANAS), previously piloted wellbeing measures designed for use in a heritage context (MWS), and visitor/user commentary. These methods enabled this study to begin to determine the differential wellbeing impact when engaging with heritage online or in-person and conclude that digital engagement provides an opportunity for historic places to lessen wellbeing inequality and support wellbeing.","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"29 7","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591005","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":"Sarah Abel, Permanent Markers","authors":"J. de Groot","doi":"10.1515/iph-2023-2009","DOIUrl":"https://doi.org/10.1515/iph-2023-2009","url":null,"abstract":"","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"130 25","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599274","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 Education and Public History – Introduction","authors":"J. Wojdon","doi":"10.1515/iph-2023-2007","DOIUrl":"https://doi.org/10.1515/iph-2023-2007","url":null,"abstract":"","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"6 1","pages":"1 - 1"},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763994","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}
Abstract In the United States, state governments determine laws and policies regarding public education, creating disparities in content and standards across the country. Several conservative states, including Florida, have moved political battles into the classroom by pushing their own agendas into history curricula. Fears amongst Republican lawmakers and their constituents about progressive “woke” culture has been the foundation of attacks against equity and diversity, creating massive holes in what is allowed to be taught to students. In a state where educational decisions are chosen by right-wing political figures and parents, as opposed to the educators themselves, the future generations are being taught a whitewashed, simplified history that steers clear of complex conversations about race, sexuality, and other sensitive difficult historical topics that could potentially cause white students to feel guilty about the past of their country. As a result, the efforts of the conservative party to destroy the perceived “woke” threat from the left has instead created a system of historical manipulation that is indoctrinating the youth in classrooms to believe incomplete, sometimes falsified history that furthers a prejudiced and discriminatory society.
{"title":"The Death of “Woke” Culture: How Florida’s Attack on Progressive Policies has Created a History Curriculum that Indoctrinates the Youth","authors":"Katherine Thurlow","doi":"10.1515/iph-2023-2005","DOIUrl":"https://doi.org/10.1515/iph-2023-2005","url":null,"abstract":"Abstract In the United States, state governments determine laws and policies regarding public education, creating disparities in content and standards across the country. Several conservative states, including Florida, have moved political battles into the classroom by pushing their own agendas into history curricula. Fears amongst Republican lawmakers and their constituents about progressive “woke” culture has been the foundation of attacks against equity and diversity, creating massive holes in what is allowed to be taught to students. In a state where educational decisions are chosen by right-wing political figures and parents, as opposed to the educators themselves, the future generations are being taught a whitewashed, simplified history that steers clear of complex conversations about race, sexuality, and other sensitive difficult historical topics that could potentially cause white students to feel guilty about the past of their country. As a result, the efforts of the conservative party to destroy the perceived “woke” threat from the left has instead created a system of historical manipulation that is indoctrinating the youth in classrooms to believe incomplete, sometimes falsified history that furthers a prejudiced and discriminatory society.","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"6 1","pages":"25 - 29"},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43251918","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}
Abstract The paper describes and analyzes the experiences of the Luxembourg-based research project “Remixing Industrial Pasts in the Digital Age” (2019–2024) and its four individual component projects. Combining different forms of digital historical storytelling can generate proximity and immersion for visitors. The creation of immersion results from a technically sophisticated, authentic-looking, and emotionally appealing presentation of biographies, spaces and historical themes. By means of digitally supported productions, the boundaries between facts and fiction, artistically designed and real spaces, and historical and virtual text and image elements were deliberately blurred to delve more deeply into the historical past of Luxembourg’s industrial region. New perspectives on regional history emerged from the fragmentation of history and the combination of individual narratives, taking the place of traditional master narratives.
{"title":"Combining Historical Narrative Forms and the Immersion of Exhibition Visitors. Approaches and Experiences from the Luxembourg “Remix” Project","authors":"Werner Tschacher","doi":"10.1515/iph-2023-2002","DOIUrl":"https://doi.org/10.1515/iph-2023-2002","url":null,"abstract":"Abstract The paper describes and analyzes the experiences of the Luxembourg-based research project “Remixing Industrial Pasts in the Digital Age” (2019–2024) and its four individual component projects. Combining different forms of digital historical storytelling can generate proximity and immersion for visitors. The creation of immersion results from a technically sophisticated, authentic-looking, and emotionally appealing presentation of biographies, spaces and historical themes. By means of digitally supported productions, the boundaries between facts and fiction, artistically designed and real spaces, and historical and virtual text and image elements were deliberately blurred to delve more deeply into the historical past of Luxembourg’s industrial region. New perspectives on regional history emerged from the fragmentation of history and the combination of individual narratives, taking the place of traditional master narratives.","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"6 1","pages":"43 - 54"},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170111","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":"Zavadski, Andrei, Dubina, Vera: Vse v proshlom: teoriya i praktika publichnoi istorii [All Things Past: Theory and Practice of Public History]","authors":"Katja Makhotina","doi":"10.1515/iph-2023-2004","DOIUrl":"https://doi.org/10.1515/iph-2023-2004","url":null,"abstract":"","PeriodicalId":52352,"journal":{"name":"International Public History","volume":"6 1","pages":"73 - 74"},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43643507","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：