Teaching Public History Creatively in Alabama


Book Description

This book chronicles a University of Alabama historian’s efforts to engage public history over the course of a decade, highlighting personal and educational experiences inside and outside of the classroom. Each chapter reveals how Sharony Green, her students, and collaborators used various public places and spaces in Alabama, including the University of Alabama and Tuscaloosa, where she teaches, as “labs” to learn more about our shared past. Inspired by her familiar beginnings in a historic community in Miami, Florida, the author, a descendant of people from the American South and the Bahamas, unveils her encounters with the built environment, old documents and objects, motion pictures, music, and all kinds of historical actors. The book shares a variety of projects including exhibits and displays, images, videos, songs, and poetry, that serve as manifestations of her encounters with the places around her and her students. Together, these stories uncover an unexpected journey into public history, offering new ways to think about the field and humanities more generally. Teaching Public History Creatively in Alabama is an enlightening resource to both intentional and unintentional practitioners of public history, including scholars, students, and general readers interested in connecting with the past.




Teaching Public History Creatively in Alabama


Book Description

"This book chronicles a University of Alabama historian's efforts to engage public history over the course of a decade, highlighting personal and educational experiences inside and outside of the classroom. Teaching Public History Creatively in Alabama is an enlightening resource to both intentional and unintentional practitioners of public history, including scholars, students, and general readers interested in connecting with the past"--




Teaching Public History Creatively in Alabama


Book Description

"This book chronicles a University of Alabama historian's efforts to engage public history over the course of a decade, highlighting personal and educational experiences inside and outside of the classroom. Teaching Public History Creatively in Alabama is an enlightening resource to both intentional and unintentional practitioners of public history, including scholars, students, and general readers interested in connecting with the past"--




Public History in Ireland


Book Description

Through a collection of essays that reflect the complexity of the island’s historical past as it operates today, Public History in Ireland delivers a scholarly yet accessible introduction to contemporary topics and debates in Irish public history. Despite the reputation that Ireland, both north and south, has gained as a place of contestation, this is the first book-length study to tackle its diverse and often ‘difficult’ public histories. Public History in Ireland offers examples drawn not only from museums, heritage and collections, prime mediators of public historical interpretation, but also from the work of artists and academics. It considers the silences in Ireland’s history-telling, including those of the recent conflict in Northern Ireland and of the traumatic public discoveries and re-evaluations of the island’s institutions of social control. The book’s key message is that history is active, making itself felt in ongoing debates about heritage, identity, nationhood, post-conflict society and reparative justice. It shows that Irish public history is freighted and often fraught with jeopardy, but as such it is rich with insight that has relevance far beyond this island’s shores. This book is useful for students, scholars and practitioners working in the fields of public history and the history of Ireland.




History in Public Space


Book Description

This book focuses on various manifestations of history in public spaces: in the physical ones of various historical times and geographical places, as well as in the virtual world. It discusses how the spaces have been shaped and re-shaped, by whom and for what (not always laudable) purposes, and raises pragmatical and ethical questions for both research and practical activities in the field. By combining both micro and global perspectives, the universal role that history plays in spaces created by and for, as well as the factors determining its usages, is revealed. The authors are rooted in specific national contexts: Canadian or American, Ukrainian or Polish, British or Irish, German or Luxembourgish, Korean or Brazilian, and the case studies are varied including large cities and small towns, city centers, and godforsaken cemeteries, but the narratives built on these cases go beyond when they deal with issues such as decoding history and its meanings in public spaces, doing history in public spaces, and observing changes in manifestations of history in public spaces. This volume is an essential resource for anyone interested in the relationship between history and public space in a global perspective.




Public in Public History


Book Description

Public in Public History presents international research on the role of the public in public history: the ways people perceive, respond to and influence history-related institutions, events, services and products that deal with the past. The book addresses theoretical reflections on the public, or multiple publics, and their role in public history, and empirical analyses of the publics’ active responses to and impact on existing forms of public history. Special attention is also paid to digital public history, which facilitates the double role of the public—as both recipient and creator of public history. With a multinational author team, the book is based on various national, but also international, experiences and academic traditions; each chapter goes beyond national cases to look transnationally. The narratives built around their cases deal with issues such as arranging a museum exhibition, managing a history-related website, analyzing readers’ comments or involving non-professional public as oral history researchers. With sections focusing on research, commemorations, museums and the digital world, this is the perfect collection for anyone interested in what the public means in public history.




Public History in Poland


Book Description

This volume presents various aspects of public history practices in Poland, alongside their historical development and theoretical reflections on public history. Despite a long tradition and variety of forms of public history, the very term "public history", or literally speaking "history in the public sphere", has been in use in Poland only since the 2010s. This edited collection contains chapters that focus on numerous practices and media forms in public history including historical memory, heritage tourism, historical re-enactments, memes and graphic novels, films, archives, archaeology and oral history. As such, the volume brings together the Polish experiences to wider international audiences and shares Polish controversies related to public history within the academic discourse, beyond media news and politically engaged commentaries. Furthermore, it sheds crucial light on the developments of collective memory, historical and political debates, the history of Poland and East-Central Europe, and the politics of post-World War Two and post-communist societies. Authored by a team of academic historians and practitioners from the field, Public History in Poland is the perfect resource for students from a variety of disciplines including Public History, Heritage, Museum Studies, Anthropology, and Archaeology.




Call My Name, Clemson


Book Description

Between 1890 and 1915, a predominately African American state convict crew built Clemson University on John C. Calhoun’s Fort Hill Plantation in upstate South Carolina. Calhoun’s plantation house still sits in the middle of campus. From the establishment of the plantation in 1825 through the integration of Clemson in 1963, African Americans have played a pivotal role in sustaining the land and the university. Yet their stories and contributions are largely omitted from Clemson’s public history. This book traces “Call My Name: African Americans in Early Clemson University History,” a Clemson English professor’s public history project that helped convince the university to reexamine and reconceptualize the institution’s complete and complex story from the origins of its land as Cherokee territory to its transformation into an increasingly diverse higher-education institution in the twenty-first century. Threading together scenes of communal history and conversation, student protests, white supremacist terrorism, and personal and institutional reckoning with Clemson’s past, this story helps us better understand the inextricable link between the history and legacies of slavery and the development of higher education institutions in America.




Controversial Monuments and Memorials


Book Description

The impetus for the first edition was violent actions---the white supremacist rally in Charlottesville, Virginia in 2017, which was touched off by discussions about removing a statue to Robert E. Lee, and resulted in the death of Heather Heyer. Since the publication of the first edition, both history and democracy are being threatened in ways that we were only seeing small glimpses of in 2018. Today, attempts to elevate new or more complex history has been met with vilification. States across the country have passed legislation to ban critical race theory from being taught in public schools and are seeking ways to limit what teachers are allowed to teach about slavery and race in the United States. These threats are unlikely to abate. As such, our responsibility as historians, community leaders, museum professionals, and citizens is to redouble our efforts to share human stories in relatable ways and to exercise our rights and wield our power whenever and however we can. The revised edition tackles the great issues of our time against the backdrop of monument culture and historical truth.




Opening the Doors


Book Description

Opening the Doors is a wide-ranging account of the University of Alabama’s 1956 and 1963 desegregation attempts, as well as the little-known story of Tuscaloosa, Alabama’s, own civil rights movement. Whereas E. Culpepper Clark’s The Schoolhouse Door remains the standard history of the University of Alabama’s desegregation, in Opening the Doors B. J. Hollars focuses on Tuscaloosa’s purposeful divide between “town” and “gown,” providing a new contextual framework for this landmark period in civil rights history. The image of George Wallace’s stand in the schoolhouse door has long burned in American consciousness; however, just as interesting are the circumstances that led him there in the first place, a process that proved successful due to the concerted efforts of dedicated student leaders, a progressive university president, a steadfast administration, and secret negotiations between the U.S. Justice Department, the White House, and Alabama’s stubborn governor. In the months directly following Governor Wallace’s infamous stand, Tuscaloosa became home to a leader of a very different kind: twenty-eight-year-old African American reverend T. Y. Rogers, an up-and-comer in the civil rights movement, as well as the protégé of Martin Luther King Jr. After taking a post at Tuscaloosa’s First African Baptist Church, Rogers began laying the groundwork for the city’s own civil rights movement. In the summer of 1964, the struggle for equality in Tuscaloosa resulted in the integration of the city’s public facilities, a march on the county courthouse, a bloody battle between police and protesters, confrontations with the Grand Wizard of the Ku Klux Klan, a bus boycott, and the near-accidental-lynching of movie star Jack Palance. Relying heavily on new firsthand accounts and personal interviews, newspapers, previously classified documents, and archival research, Hollars’s in-depth reporting reveals the courage and conviction of a town, its university, and the people who call it home.