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1 Public history is a neologism. According to Thomas Cauvin, the term public history became popular when the public history movement clearly emerged in the United States in the 1970s. Thomas Cauvin, Public History: A Textbook of Practice , (New York: Routledge, 2016), 2. It indicates history that is created and studied outside of academia: in and through museums, heritage sites, commemorative buildings and such sites or cultural forms such as historical novels, films, television programs, comics, games, and increasingly nowadays, on-line histories. Many recent

through the eyes of the present” they should have “an imaginative understanding for the minds of the people” they are dealing with. E.H. Carr, What is History? (Harmondsworth: Penguin, 1962), 16, 23–24. While we do not know if anyone really had posed the question “what is history” to Carr, the question “what is public history” can frequently be heard from people inside and outside academia. Many attempts to answer that question have been given, and as Rebecca Conard has recently observed, we are still searching for certainty and clarity. See Rebecca Conard, “Still

International Perspectives

level to the high school level in an engaging manner. Teachers tend to teach history in traditional ways through lectures and rote memorization, and students find themselves dealing with long lists of names and dates that are difficult to memorize. Creative thinking and group activities are rarely used in the classroom. Teachers hardly ever take their students to visit historical sites or museums; often, though, this is due to a lack of funding. Public history could help in making history an exciting field for high school students by creating lesson plans that can

In 2017 I was asked by the History Department at the Universidad Católica de Chile to teach a brand new course on public history for history undergraduate students. To teach a course for the first time is always a challenge. No matter what the subject is, a new course confronts the main actors of the university system with something unknown. These challenges were even more acute in this case as there had not been any previous public history teaching experiences at the university, nor in Chile as a matter of fact. Therefore, the main question was to know how to

As a relatively new field, public history in Canada has come a surprisingly long way in the ten short years since Lyle Dick offered his survey of the field in 2009. Once limited to a small number of universities and colleges, full degree programs, minors, and concentrations at both the undergraduate and graduate levels seem to grown in number every year. Just in the past two years we’ve seen a new MA at the University of Victoria , a new joint undergraduate program between Brandon University and Assiniboine Community College , and a new undergraduate

In my work over the past decades I have been most interested in the way that cultural forms contribute to public history and public memory. See Consuming History (London and New York: Routledge, 2016) and the edited collection Public and Popular History (London and New York: Routledge, 2017). In particular this has led me to look at the consumption of popular historical products, such as film and television series. I call this popular history, the ways in which history in popular culture enables and articulates an historical sensibility. Since beginning

1 The Academic Background of Public History in China 1. The strong historical consciousness of the Chinese since ancient times is the first important academic background one should pay attention to in the development of public history in China. The article does not discuss public history in China-Hong Kong, China-Macao and China-Taiwan. (中国人自古以来具有的强烈的历史意识,是中国发展公共史学应该注意的第一个学术背景。)During the birth period of Chinese history, the idea of using history to shape social memory and regulate public manners was already evident. Such ideas have been depicted much

1 Public history weekly: not just another journal – Breaking Barriers What does PHW bring than others do not? In many respects, PHW is not just another journal. Launched in September 2013, PHW stems from a collaboration between 12 historians from Austria, Switzerland, and Germany. This collaboration received the support from FHNW University of Applied Sciences and Arts (Basel, Switzerland), and De Gruyter Oldenbourg Publishing House (Germany). Since September 2016, PHW extended the collaboration to the University of Wrocław (Poland), the University of Vienna

If we had to pinpoint a single regret about our time as public history students, it would be the feeling of not having had enough opportunities to practice public history, and to apply the knowledge and theories we were gaining through our training. This wish for a more hands-on approach to public history has subsequently influenced our own teaching. It has also led us to fully embrace a digital approach which we thought of as the perfect way to introduce our undergraduate students to public history, for it allowed us to gather examples from all over the world