Teaching Public History

“A practical, honest look at university-level public history courses and different ways to teach them. . . . Highly recommended. . . . Faculty members will find much of interest here.”—Library Journal

“Teaching Public History’s most obvious and significant contribution is clear in the title—it will help old and new educators alike to hone the skills needed to impart knowledge of the public history field to various learners. . . . Those working in traditional academic history settings where arguing why public history matters may be a constant necessity may find themselves breathing a sigh of relief.”—Public Historian

“From these diverse and candid testimonials from its practitioners, public history appears to be a discipline grappling with far-reaching expectations. . . . The models in the book . . . suggest that public history college courses are instead adopting the manner of applied scholarship already established in these fields.”—Journal of American Culture

“An important snapshot of avenues traveled by a new generation of public historians. It is clear from this text that students who explore various perspectives of an event, a monument, or a place and then apply that knowledge in class-based public history projects can play an important role in educating others about the complex and dynamic nature of history and memory.”—Oral History Review

“Teaching Public History offers a series of candid, sometimes sobering, and often humorous glimpses into the inner workings of a public history class. . . . It is an invaluable collection of diverse perspectives that will surely encourage a much-needed conversation about how we teach and do public history in the classroom. . . . [E]ssential for anyone teaching a public history course, whether a seasoned educator in an established program or a new faculty member suddenly tasked with building their university’s public history curriculum.”—North Carolina Historical Review

“Ranging from veteran public historians to those newer to teaching, these professors collectively distinguish how and why teaching public history is both different from and adds to ‘regular’ (ie. ‘non-public’) history. As history enrollment numbers decline across North America, administrators are turning to public history as a recruitment tool. This book serves as both an inspiration and a caution.”—Historical Studies in Education

“Teaching Public History is full of authentic humanity and a deep commitment to both student and instructor growth. The essays here reflect positively on the academically based public historians who are helping to develop new generations of professional practitioners and historically conscious citizens, confirming the notion that public history is one of the healthiest and most honest corners of higher education.”—Anne Mitchell Whisnant, Duke University

“Reading across the full selection of essays in this book, one begins to get a sense of the contours of the field, its theories and methods, and its pedagogy, seeing convergences and divergences across definition, method, and approaches to the practice. With a myriad of voices and a unique mix of heartfelt reflections and candid meditations, this book aptly captures the complexity, nature, and critical importance of public history.”—M. J. Rymsza-Pawlowska, American University