I wrote an essay for the American Association for State and Local History about doing educational programs with fourth graders and what we as public historians can learn from such experiences. Check it out here and let me know what you think!
The National Council on Public History’s 2017 Annual Meeting has concluded and I’m back home doing my thing. There were more than 800 registrants at this year’s meeting who undoubtedly had a range of experiences during the conference, but on a personal level it was a true pleasure seeing old friends, making new ones, and having the chance to participate in important conversations about the state of the field.
In thinking about the conference’s theme since coming home–“The Middle: Where Have We Come From, Where Are We Going?“–my mind keeps going back to two sets of questions I have about the role of authority within the field. One is between public historians and the publics they work with, the other is between public historians and the people who employ them.
Regarding the former set of questions, I was struck by how various sessions grappled with whether public historians should cede or assert their authority in these situations. To cite one example, various presenters analyzing controversial monuments in the United States and Argentina all admitted during the conference that beyond doing research on the monuments and presenting their findings, a correct path for navigating where to go in the future was mystifying. Do historians conclude by presenting their findings and avoid making declarative statements one way or the other, or do they use their authority to advocate for a particular position that may or may not reflect the viewpoint of a majority of a local community’s residents? If historians take a position, whose voices within the community do they choose to amplify and why? More specifically, since community members already have a voice regardless of whether or not public historians are there, whose voices do we choose to use our privilege and platform in service of?
Additionally, are their times when further dialogue over something like the presence of a controversial monument is unnecessary and public historians must start taking political action to achieve a larger goal? How useful is it for public historians to keep discussing so-called “counter-monuments” and contextual markers for something like the Liberty Place Monument when local residents in that community are ready to take that monument down?
In “Touring Sites of Nostalgia and Violence: Historical Tourism and Memory in Germany, Poland, Turkey, and the United States,” a session I had the privilege of moderating, the question of historical authority in the visitor experience to sites of violence was a central question. Erica Fagan of the University of Massachusetts Amherst explored the use of Instagram at Holocaust sites like Auschwitz and Dachau and mused on what extent historians should moderate these posts, arguing that these sites needed to have a social media presence to dispel historical myths and falsehoods. Yagmur Karakaya of the University of Minnesota assessed several museum exhibits in Turkey that romanticized the historical legacy of the Ottoman Empire. She made connections between the exhibit content and the rhetoric of the current Erdogen administration in promoting their own goals, wondering if there was a role for public historians to offer a more balanced and less nationalistic portrayal of the Ottoman past. And Amanda Tewes explored Calico Ghost Town, a small historic site in San Bernardino, California, that is entirely volunteer-run and is probably better described as a theme park than a historic site. Volunteers engage in battle reenactments and glorify the mythic western white miner who drank heavy, carried a gun, and asserted his individualism and masculinity. Meanwhile, the actual history of Chinese laborers in the area and Calico’s peaceful, relatively non-violent culture are completely ignored.
Assessing the correct relationship between public historians and their publics is not a new concept, and NCPH 2017 continued a long conversation within the field about this topic. Unfortunately I believe we all too often use buzzword jargon words like “shared authority,” “giving groups a voice,” “community,” “radical history,” and “relevance” without thinking critically about what, exactly, we mean by these terms. This is something I warned about after last year’s conference, but I still think it’s a problem within the field. Moreover, while I won’t get into specifics here, I think we sometimes run the risk of taking too much credit for capturing the stories of disaffected groups who, once again, already have their own voices regardless of our presence. And when we do that, we come off as condescending and patronizing at best.
With regards to my second set of questions–the relationship between public historians and the people who employ them–it was obvious from the beginning that this conference was very much inward looking towards questions of employment and financial support for the long-term health of the field. To be sure, I am of the opinion that the humanities have struggled to maintain support since Socrates died for asking too many questions. But circumstances change over time and with our current political moment being highlighted by hiring freezes, potential budget cuts, and an increasingly politicized culture not just at the federal level but also the state and local level, it is safe to say that grad students about to hit the job market and new professionals at entry-level jobs are wondering about finding work and establishing career tracks. What happens when institutions face severe cuts and education is the first thing to go? What are the implications when the number of public history programs increases in times of economic uncertainty?
We are not sure what’s next and we all admitted it at the conference.
So, in sum, I think the big challenge for the field of public history continues to revolve around authority: Asserting our value as historians who enlighten, challenge, and inspire our many publics to understand and learn from studying history, but also using our positions to give those many publics a platform to share their experiences, stories, and perspectives about the past without us dominating the process.
Oh, also: I did a workshop on starting a walking tour business with Jeff Sellers and Elizabeth Goetsch, and it was probably one of the best experiences I have ever had at an NCPH conference.
Excellent research from blogging extraordinaire Al Mackey on the fallacious claim that a black man–Anthony Johnson–was the first slaveholder in what would become the United States. I wrote about Johnson in 2014 here: https://pastexplore.wordpress.com/2014/09/18/american-history-doesnt-start-at-jamestown/
I’m sure many of you have seen the phony claim neoconfederates often put forward that a black man, Anthony Johnson, was the first slave owner in Colonial America. Nothing could be further from the truth.
I’ve already dealt with this phony claim here.
In this post I’d like to share some additional information uncovered during my research. Recall Anthony Johnson’s case against John Casor was in 1655. “As early as 1639 we hear of a Negro slave in Pennsylvania. In 1644 Negroes were in demand to work the lowlands of Delaware. … Negro slaves were sold in Maryland in 1642. … There is evidence to show that the status of the Negro was at first very closely affiliated with that of the white servant with whom the colonists were thoroughly familiar and who stood half way between freedom and complete subjugation. It is probable, therefore, that both Indian and…
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Next week I’ll be heading out to Indianapolis to attend my fourth straight Annual Meeting of the National Council on Public History. I lived in Indy for two years while pursuing my Master’s degree at IUPUI and am looking forward to seeing a lot of my old friends inside and outside the public history field while there.
I initially planned on keeping my obligations light for this conference compared to past years, but that changed quickly. As co-chair of the NCPH Professional Development Committee I helped organize this year’s Speed Networking session and will be emceeing the actual event. I was also asked to moderate/facilitate a really fascinating panel on Friday, April 21st at 3:30PM: “Touring Sites of Nostalgia and Violence: Historical Tourism and Memory in Germany, Poland, Turkey, and the United States.” Each presenter is really talented and the conversation should be fascinating. On top of these events I’ll be mentoring a grad student throughout the conference and will help run the Professional Development Committee’s yearly meeting at the conference.
Last year’s conference theme was “Challenging the Exclusive Past,” and I came away thinking that the actual theme was “Challenging the Exclusive Public Historian.” This year’s theme is “The Middle: Where Did We Come From? Where Are We Going?” I’m not sure what to make of this theme right now because “The Middle” seems like an ambiguous term in the context of public history, but hopefully after what will turn out to be a fruitful meeting my thoughts will clarify afterwords. Stay tuned!
Whenever I study a particular time period in history, I find it very helpful to think about the sorts of questions people at the time would have been mulling over as they looked towards the future. It is easy to look at past events in hindsight and assume that everyone knew what would come next. Even trained historians can be guilty of minimizing the significance of a social, cultural, political, or economic change as “inevitable” when in reality it was anything but. I often wonder if assigning students papers in which they have to make a “thesis statement” is as effective as perhaps asking them to first think about one or more “guiding questions” to provide structure to their inquiry before formulating any sort of answer or argument when explaining a historical event.
In any case, the Reconstruction Era (generally defined as between 1863 to 1877) presents itself as one of the most misunderstood and ignored periods in American history, and the political complexities of the era do not lend themselves to easy explanation. Even after studying the period for a number of years I still find myself sometimes struggling to explain the significance of the era to visitors and students in a cogent manner. What follows are four questions that have helped me make sense of Reconstruction’s complexities:
- How would the United States restore and maintain a stronger union in the wake of a major secession crisis and the nation’s deadliest conflict?
- How would the country’s leaders find a balance between promoting liberty and establishing order?
- What economic labor system would replace slavery in the South, and to what extent would national, state, and local governments involve themselves in economic affairs?
- What would be the future status of African American freedpeople, former Confederate secessionists, and American Indian tribes? How would the government protect and expand the rights of African Americans, encourage former Confederates to become law-abiding citizens again, AND promote peace with American Indian tribes at the same time they promoted westward expansion?
(4a. What would be the correct size and scope of government to regulate society in a time of vast social, political, and economic changes?)
While the black freedom struggle has become a centerpiece of recent Reconstruction studies, we should always remember that for most whites in the North, the central question for them was how to restore the Union quickly and peacefully. African Americans served loyally in the Civil War and many believed they were entitled to protection, citizenship, and voting rights. Once white Northerners felt that the country had stabilized and that enough legislation had been passed to protect African Americans (most notably the 13th, 14th, and 15th Amendments), it did not take long for them to abandon Reconstruction and essentially state that blacks were on their own to face the future even though rampant racism, discrimination, and violence continued to exist.
What do you think? What essential questions do we need to consider when studying Reconstruction?