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The Roles of Authenticity and Immediacy in Engaging Family Historians in Online Learning Designed to Advance Academic Skills 真实性和即时性在参与在线学习旨在提高学术技能的家庭历史学家的角色
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0018
Kristyn Harman
Abstract A rapid increase in the availability of digitized archival resources of relevance to family historians together with increasing individual fascination with genealogical research led to the University of Tasmania introducing a fully online Diploma of Family History in 2016. The course’s emphasis on authenticity through a variety of modalities and the sense of immediacy with which its online learning environment is imbued combine to engage and retain students’ interest as they focus on locating and contextualizing their own ancestors as research subjects. Permeating family history with academic skills promotes best practice in locating, analyzing, storing, and publicly presenting family-centric research materials for the edification of current and future generations.
随着与家族历史学家相关的数字化档案资源的迅速增加,加上个人对家谱研究的兴趣日益浓厚,塔斯马尼亚大学于2016年推出了完全在线的家族史文凭课程。该课程通过多种形式强调真实性,其在线学习环境充满了即时性,这两者结合在一起,吸引并保持了学生的兴趣,因为他们专注于将自己的祖先作为研究对象进行定位和背景化。用学术技巧渗透家族史促进了定位、分析、储存和公开展示以家庭为中心的研究材料的最佳实践,以启迪当代和后代。
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引用次数: 1
Family History Collaborators in Conversation 对话中的家族史合作者
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0016
Ashley Barnwell, Laura King
Abstract Ashley Barnwell and Laura King converse about their collaborations with family historians in Australia and England. They reveal the potential uses of collaboration when challenging understandings of ‘the family’, decolonizing and declassing historical scholarship on the family and the wellbeing benefits for family history researchers and carers.
摘要Ashley Barnwell和Laura King谈论了他们与澳大利亚和英国家庭历史学家的合作。它们揭示了在挑战对“家庭”的理解、非殖民化和解密关于家庭的历史学术以及家庭史研究人员和护理人员的福利时,合作的潜在用途。
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引用次数: 1
Family History and the Global Politics of DNA 家族史和DNA的全球政治
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0015
Sarah Abel, K. Tsosie
Abstract The global DNA ancestry industry appeals to various “markets”: diasporic groups seeking to reconstruct lost kinship links; adoptees looking for biological relatives; genealogists tracing their family trees; and those who are merely curious about what DNA can reveal about their identity. However, the language of empowerment and openness employed by DNA ancestry-testing companies in their publicity materials masks the important commercial and private interests at stake. Drawing particularly on the experiences of Native and Indigenous American communities, this article highlights some of the contradictions and dilemmas engendered by the industry, and questions to what extent its practices can empower users without infringing upon the rights of other groups.
全球DNA祖先产业吸引了各种“市场”:散居群体寻求重建失去的亲属关系;被收养人寻找亲生亲属;家谱学家追踪他们的家谱;还有一些人只是好奇DNA能揭示他们的身份。然而,DNA血统检测公司在宣传材料中使用的授权和开放的语言掩盖了重要的商业和私人利益。本文特别借鉴了土著和美国土著社区的经验,强调了该行业产生的一些矛盾和困境,并提出了在不侵犯其他群体权利的情况下,其实践可以在多大程度上赋予用户权力的问题。
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引用次数: 6
Practical Solutions: Genealogy and the Potential of Public Pedagogy in Poland 切实可行的解决方案:谱系学与波兰公共教育学的潜力
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0019
Ewa Jurczyk-Romanowska
Abstract The article deals with the development of genealogy in Poland, indicates its interdisciplinary character, as well as the socio-political context of its development. In particular, the possibility of using the genealogical passion of older people as a motivating factor to undertake education in the field of information and communication technology (ICT) was highlighted. As an example of good practice, the assumptions and preliminary conclusions of the research carried out within the Learning Tree project, which was implemented in Poland, Turkey and Italy, are presented. On the basis of the research it is stated that genealogy can be a factor encouraging the adoption of computer education by seniors, and consequently contribute to reducing the level of digital exclusion of older people by increasing their participation in the information society.
摘要本文论述了波兰谱系学的发展,指出了其跨学科性,以及其发展的社会政治背景。特别是,强调了利用老年人的家谱热情作为开展信息和通信技术领域教育的激励因素的可能性。作为良好做法的一个例子,介绍了在波兰、土耳其和意大利实施的学习树项目中进行的研究的假设和初步结论。研究表明,家谱可以成为鼓励老年人采用计算机教育的一个因素,从而通过增加老年人对信息社会的参与,有助于降低他们在数字方面的排斥程度。
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引用次数: 0
Andersen, Tea Sindbæk and Barbara Törnquist-Plewa: Disputed Memory: Emotions and Memory Politics in Central, Eastern and South-Eastern Europe Andersen、Tea Sindbæk和Barbara Törnquist Plewa:有争议的记忆:中欧、东欧和东南欧的情绪和记忆政治
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0012
J. Wojdon
This collection of essays deals with various contested and conflicting issues related to the recent past of Central, Eastern and South-Eastern Europe. In the introduction the editors present a multi-layered perspective on the book and argue that it is not limited to bringing the content of the debates from this part of theworld to a broader international audience which too often ignores them. As research on the history education clearly shows, the past of this region lies on themargin of school history education;Western European textbooks hardlymention it and thus it remains largely unknown. As a result, contemporary political debates in those countries also remain incomprehensible and may seem irrational. Readers of the book are given a chance to become acquainted with the details of the Winter War of 1940 between Finland and the USSR and its commemoration; the UkrainianPolish conflict during the Second World War; the dilemmas and choices of Estonians and Lithuanians facing Nazi and Soviet policies; internal conflicts in Yugoslavia; the Armenian genocide; the fate of the Hungarian Roma; and the history of Wrocław during WWII. This multitude of topics is accompanied by a multitude of research methodologies, which constitute the second layer of the book. We can observe how different research methods may be applied to the analysis and presentation of historicalmemory: from traditional content analysis of political press or biographical interviews – the canon of oral history – through the anthropological approach to memory studies and the analysis of the places of memory and, perhaps more importantly, of their reception by various audiences, to making use of the ever more abundant internet resources. For example, Martins Kaprans analyzes Wikipedia as a tool of transnational historiography going beyond and behind the content analysis of its various national versions and looking at the community of editors and their practices. VolodymyrKulyk presents the discussions on Facebook and its Russian counterpart, VKontakte, and reflects on their role in shaping (or dividing) Ukrainian society. Tea Sindbaek Andersen looks at the fan pages created by supporters and opponents of the Croatian football player Josip Simunić. I found the approaches to Wikipedia, Facebook, YouTube, and the on-line comments to e-journals most inspiring and applicable to the variety of topics, also beyond the disputed memories. In today’s online world these are the places where collectivememory is expressed: both as a reaction to the politics of history organized by the state and to the activities of various public history institutions, and as a means and reflection of grassroots, bottom-up public history, where these memories (also disputed) are expressed without the mediation of historians. Social media give access to the free flow of opinions not intended for research nor addressed to historians. At times, they are far from being politically correct and can be xenophobic, full of h
这本论文集涉及各种有争议和冲突的问题,这些问题与最近的中欧、东欧和东南欧有关。在引言中,编辑们对这本书提出了一个多层次的观点,并认为它并不局限于将世界这一地区的辩论内容带给更广泛的国际受众,而这些受众往往会忽视它们。历史教育研究清楚地表明,这一地区的过去处于学校历史教育的边缘,西欧的教科书几乎没有提及,因此它在很大程度上仍然是未知的。因此,这些国家的当代政治辩论也仍然是不可理解的,似乎是非理性的。这本书的读者有机会了解1940年芬兰和苏联之间的冬季战争及其纪念活动的细节;第二次世界大战期间的乌克兰-波兰冲突;爱沙尼亚人和立陶宛人面对纳粹和苏联政策的困境和选择;南斯拉夫的内部冲突;亚美尼亚种族灭绝;匈牙利罗姆人的命运;以及二战期间Wrocław的历史。这众多的主题伴随着众多的研究方法,这构成了本书的第二层。我们可以观察到不同的研究方法如何应用于历史记忆的分析和呈现:从传统的政治新闻或传记采访的内容分析-口述历史的经典-通过对记忆研究的人类学方法和对记忆地点的分析,也许更重要的是,对不同受众的接受情况的分析,利用越来越丰富的互联网资源。例如,马丁斯·卡普兰将维基百科分析为一种跨国史学工具,超越了对不同国家版本的内容分析,并着眼于编辑群体及其实践。VolodymyrKulyk在Facebook及其俄罗斯同行VKontakte上进行了讨论,并反思了它们在塑造(或分裂)乌克兰社会中的作用。Tea Sindbaek Andersen看着克罗地亚足球运动员约瑟普·西穆尼奇的支持者和反对者创建的球迷页面。我发现维基百科、Facebook、YouTube和电子期刊的在线评论最能激发灵感,适用于各种各样的话题,也超越了有争议的记忆。在今天的网络世界中,这些是集体记忆表达的地方:既是对国家组织的历史政治和各种公共历史机构活动的反应,也是对草根、自下而上的公共历史的一种手段和反映,这些记忆(也有争议)在没有历史学家调解的情况下表达出来。社交媒体提供了自由流动的意见,既不是为了研究,也不是为了历史学家。有时,它们在政治上远远不正确,可能是仇外的,充满仇恨和偏见,但这并不妨碍它们作为研究来源的资格,甚至可能使它们更真实。因为,正如索菲·奥利弗(Sophie Oliver)评论她从参观柏林欧洲被谋杀犹太人纪念碑的游客那里得到的回应:“这些游客只是有他们认为他们应该(强调她的)感觉吗?”他们对经验的描述是否受到他们认为我作为一名研究人员想要听到的东西的影响?(112)另一方面,Kulyk在分析社交媒体时注意到,“许多人参与了各种不显眼的实践,以复制某种版本的记忆和身份,往往没有意识到他们所贡献的过程。””(294)
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引用次数: 0
Emerging questions in family history studies 家族史研究中的新问题
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0013
T. Evans
We asked an interdisciplinary group of researchers in family history to respond to a number of key questions about the past, present, and future of family history practice and scholarship. They revealed shared concerns around the devaluing of family history practice and scholarship by academics, the political uses and negative consequences of DNA and genealogical descent – especially with regard to Indigenous peoples, hierarchies of scientific and humanistic knowledge, and numerous barriers to collaboration. Others expressed excitement at the potential benefits of working with heritage institutions and diverse communities on shared projects with enormous creative potential to expand our definition of what history is and what it might be. The responses were initially to the following methodological questions:
我们请一个跨学科的家族史研究小组回答了一些关于家族史实践和学术的过去、现在和未来的关键问题。他们揭示了学术界对家族史实践和学术的贬低、DNA和系谱血统的政治用途和负面后果的共同担忧,尤其是在土著人民、科学和人文知识的等级制度以及合作的众多障碍方面。其他人对与遗产机构和不同社区合作开展具有巨大创造性潜力的共享项目的潜在好处表示兴奋,以扩大我们对什么是历史以及它可能是什么的定义。最初的回答是以下方法论问题:
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引用次数: 1
Paul Ashton and Alex Trapeznik: What is Public History Globally? Working with the Past in the Present Paul Ashton和Alex Trapeznik:什么是全球公共历史?把过去放在现在
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0022
C. Gundermann
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引用次数: 0
Some Reflections on Public History in Canada Today 对今日加拿大公共历史的一些思考
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-10-01 DOI: 10.1515/iph-2019-0021
D. Dean, John C. Walsh
Abstract This article offers a reflection on the state of public history in Canada today. The authors focus on four particularly significant and related developments: the growth of the field within universities and colleges; the ways in which public history has helped re-shape research agendas; the influence of public history work outside academia; and Canada’s role in the ongoing process of what has been dubbed ‘the internationalization’ of public history. These developments reveal an intellectually rigorous, politically aware, and socially engaged public history that challenges boundaries in exciting and productive ways. The authors offer links so readers can explore recent controversies, issues, and debates in Canadian public history.
摘要本文对当今加拿大公共历史的现状进行了反思。作者着重于四个特别重要和相关的发展:该领域在大学和学院内的增长;公共历史帮助重塑研究议程的方式;公共历史工作对学术界以外的影响;以及加拿大在公共历史“国际化”进程中所扮演的角色。这些发展揭示了一种理性严谨、具有政治意识和社会参与的公共历史,它以令人兴奋和富有成效的方式挑战了边界。作者提供了链接,以便读者可以探索加拿大公共历史上最近的争议,问题和辩论。
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引用次数: 0
From Theory to Practice to Problem: Teaching Public History with a Real Client 从理论到实践再到问题:用一个真实的客户教授公共历史
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-06-01 DOI: 10.1515/IPH-2019-0003
A. Thomas
Abstract In many ways, teaching public history through real-world projects is a panacea. After all, a properly trained graduate of a public history program should be able to leave the theoretical world of the university and shift confidently into the exigencies of professional practice. But many educators naturally shy away from this approach because it is fraught with potential disasters – the looming threat of the unknown that frustrates students, educators, and partners alike. Flexibility and adaptability are keys to developing successful real-world public history projects. Accepting or even welcoming the unanticipated provides valuable teaching moments and a sense of reality that is difficult to duplicate in the classroom. Moreover, crafting a flexible but ultimately successful student project requires identifying the right partner or client while tempering expectations with a thoughtful and realistic scope of work.
摘要在许多方面,通过现实世界的项目教授公共历史是一种灵丹妙药。毕竟,一个受过适当培训的公共历史专业毕业生应该能够离开大学的理论世界,自信地转向专业实践的迫切需要。但许多教育工作者自然会回避这种方法,因为它充满了潜在的灾难——未知的威胁迫在眉睫,让学生、教育工作者和合作伙伴都感到沮丧。灵活性和适应性是开发成功的现实世界公共历史项目的关键。接受甚至欢迎意想不到的事情提供了宝贵的教学时刻和难以在课堂上复制的现实感。此外,制定一个灵活但最终成功的学生项目需要确定合适的合作伙伴或客户,同时用深思熟虑和现实的工作范围来调和期望。
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引用次数: 0
Alix R. Green: History, Policy and Public Purpose: Historians and Historical Thinking in Government 阿利克斯·R·格林:历史、政策与公共目的:历史学家与政府中的历史思维
IF 0.4 Q2 Arts and Humanities Pub Date : 2019-06-01 DOI: 10.1515/IPH-2019-0011
Jean-Pierre Morin
Ever since the first historian realized that the study of the past helps us understand what is happening in the present (and quickly followed up with the additional realization that decision makers seemed to have a knack for ignoring the historical viewpoint), the argument has been made that “history” is a vital part of the decisions of those who lead government. In the early years of the Public History movement, considerable attention was paid to the issue of “history and policy,” some even calling for a separate subfield, called “applied history.” In the first decades of its publication, The Public Historian, the first journal dedicated to the field, ran several articles about what historians could contribute to the policy making process.1 More often than not, the arguments focused on the historical knowledge that we as historians could bring to the process of policy development in helping them make more informed (and therefore better) decisions. Alix Green, in History, Policy and Public Purpose: Historians and Historical Thinking in Government, picks up the challenge of making history relevant to policy makers by turning the historian vs. policy maker dynamic on its head. In a concise and accessible work, Green aims to challenge the view that historians should be considered outside experts who, as she says, translate “academic research for policy makers.” Rather she argues that historians need to be “insiders” who are actively involved in the process of policy making. From this perspective, it is not the historical knowledge that has been accumulated by historians that is of the utmost relevance – although it can play a significant role – but rather, it is the way in which historians have been trained to build arguments, conduct research and present findings that should matter most to policy makers. She describes this as the “historian’s toolbox” – the various “tools” with which historical thinking (our process) can be put to use in a completely different field. For Green, whose background in policy development has clearly had an influence on her approach, there are many similarities between history and policy. Most notably, history and policy are “messy.” Just as historians are never privy to all possible information, policy analysts can never have a complete picture of the policy issue and “must operate within constraints that are necessarily imperfectly understood.”2 Historical thinking assumes from the start that not all information will be completely uncovered; and therefore, the goal of the historical method is concerned with discerning ways that best address the information gaps and to build bridges between them. Just as the policy maker draws upon political statements, policy imperatives, and research findings and trends to provide the rational for a policy proposal, the historian must sift through hundreds, if not thousands, of seemingly disconnected items to form common threads that allow for the construction of the narrative. Both a
自从第一位历史学家意识到对过去的研究有助于我们理解现在发生的事情(并很快又意识到决策者似乎有忽视历史观点的诀窍)以来,就有人认为“历史”是领导政府的决策的重要组成部分。在公共历史运动的早期,人们对“历史和政策”问题给予了相当大的关注,有些人甚至呼吁建立一个单独的子领域,称为“应用史”,发表了几篇关于历史学家可以为政策制定过程做出哪些贡献的文章。1通常情况下,争论的焦点是我们历史学家可以将历史知识带到政策制定过程中,帮助他们做出更明智(从而更好)的决策。Alix Green在《历史、政策和公共目的:政府中的历史学家和历史思维》一书中,通过颠覆历史学家与决策者的动态,接受了让历史与决策者相关的挑战。在一部简洁易懂的作品中,格林旨在挑战这样一种观点,即历史学家应该被视为外部专家,正如她所说,这些专家为“决策者翻译学术研究”。相反,她认为历史学家需要是积极参与政策制定过程的“内部人士”。从这个角度来看,历史学家积累的历史知识并不是最重要的——尽管它可以发挥重要作用——而是历史学家被训练来建立论点、进行研究和提出对政策制定者最重要的发现的方式。她将其描述为“历史学家的工具箱”——各种“工具”,可以将历史思维(我们的过程)用于完全不同的领域。格林的政策制定背景显然对她的方法产生了影响,对她来说,历史和政策之间有很多相似之处。最值得注意的是,历史和政策是“混乱的”。正如历史学家永远不了解所有可能的信息一样,政策分析师永远不可能对政策问题有一个完整的了解,并且“必须在不完全理解的约束下运作”。2历史思维从一开始就假设并非所有信息都会被完全揭露;因此,历史方法的目标是找出最能解决信息差距的方法,并在它们之间架起桥梁。正如政策制定者利用政治声明、政策要求、研究结果和趋势为政策提案提供理性依据一样,历史学家必须筛选数百甚至数千个看似不连贯的项目,以形成共同的线索,从而构建叙事。两者都试图通过分析有限的可用数据来创建“故事情节”,以连贯地连接不同的元素。对格林来说,“历史学家的‘组织头脑’在决策背景下是一笔宝贵的财富,能够将模棱两可、兼收并蓄和不完整的证据整合到对一个主题的知情理解中。”3此外,历史学家和政策制定者都必须将他们的工作放在更广阔的世界中。正如政策制定者必须能够在“整个政府”的更广泛背景下定位他们的举措一样,历史研究方法指导研究人员识别关系的趋势和模式,以更好地理解整个社会。格林工作的核心论点是,历史学家要想利用他们的历史思维影响政策制定,就必须融入政策制定单元,而不是严格意义上的“历史学家”,而是跨学科政策制定团队的成员。她认为,这些政策单位需要融合来自
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引用次数: 2
期刊
International Public History
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