Literaturnachweis - Detailanzeige
| Autor/in | Soleim, Sarah Ann Matter |
|---|---|
| Titel | "To Make History the Living Force": The Professionalization of Public History, 1880-2000 |
| Quelle | (2021), (246 Seiten)
PDF als Volltext Ph.D. Dissertation, North Carolina State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-7806-5019-5 |
| Schlagwörter | Hochschulschrift; Dissertation; History; Educational Change; Historians; Professional Identity; History Instruction; Professional Training; Educational History; Higher Education |
| Abstract | "'To Make History the Living Force': The Professionalization of Public History, 1880- 2000" challenges how we often distinguish public history education from "traditional" history education and shows how debates about public history teaching reveal a larger and more dynamic story about all historians' professional identity, craft, and education. Historians have tinkered with historical training since the current model of graduate education emerged in the 1880s, and "To Make History the Living Force" situates the experiential and practice-based curriculum of public history training programs within this larger narrative of disciplinary formation and professionalization. The historians at the heart of this study sought to reform historical training to prepare students to navigate what National Park Service historian Dwight T. Pitcathley once described as "the spaces between," spaces where academic scholarship confronts public memories, both individual and collective, and where historians face the uncertain legacy of professionalization, unhampered by the minutiae of historiographical debates and unrestricted by the artificial yet elusive borders that divide academic and public spheres. By approaching the development of public history training as part of a broader story of historical professionalism, we come to understand how the Public History Movement of the 1970s offered new models of historical training that emphasized the interdisciplinary and dialogical nature of historical practice. We also acknowledge how historians carved out new spaces of authority in the contested and foggy terrain of historical work in the United States. The local and national stories told in "To Make History the Living Force" evidence the symbiotic relationships among teaching, scholarship, and service that formed historians' professional identities throughout the twentieth century and shaped the Public History Movement that emerged in universities in the 1970s. Historians have limited studies of public history's origins and evolution to certain time periods, rooting the field's methods and academic programs to specific episodes in American history, including the Progressive era, New Deal, Civil Rights Movement, and the 1970s academic employment crisis. By focusing on the ways in which the methods and goals of public historians are distinct from "traditional" historians, scholars have overlooked the ways in which the Public History Movement is part of an evolution of historical training and practice. Ultimately, I argue that the emergence of the Public History Movement in the late 1970s was the culmination of a persistent, century-long debate about the methods and purpose of historical training and practice. Public history programs are rooted in the establishment of the American historical profession in the late nineteenth century. As historians formed an academic discipline, they also took control of private and state-managed historical agencies and established new standards for historical work in public life. As they took on roles as archivists, curators, and administrators, historians began to reform collegiate history education training through supplementary workshops, internships, and comprehensive courses of study. The historians I follow throughout this study never sought to develop a new field of historical study. Instead, they offered an entirely new vision of historical training that better reflected the diverse ways history shapes public life. Their vision entered the mainstream at a moment when social activism and national economic woes demanded reform within collegiate history departments, challenging exceedingly narrow notions of historical professionalism and offering a new model of historical training that centered the dialogical nature of history. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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