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9 Keeping the Tensions Present in the Public History Classroom
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Published:May 2023
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Abstract
Julia Brock outlines what she calls her “all-in” approach to the introduction to public history classroom, which, like similar courses in the collection, includes seminar-style reading and discussion, visits by practitioners, field trips, and a final, applied project. She also considers how public history teaching and practice are shaped by the institutions in which we teach, and what’s at stake in “extending the university beyond the university.” She reflects on three ways that she asked students to engage with power dynamics of the classroom and field in the fall of 2019: through examination of campus history, interrogation of the policies and practices that define what from the past is preserved, and through a class project framed by the changing ethics of the field. Brock concluded that the work outside of the classroom was especially important in situating students in ethical practice, even as she acknowledges the limits of an intensive “all-in” course model.
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