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- W2034281014 abstract "Several years ago, The Public Historian ran a front-cover cartoon that captured the enigmatic status of public history in the United States.1 In the top frame, two professionals (we can tell by the suits) shake hands and introduce themselves. Says the man, ‘‘How do you do? I’m Dr. Y.B. Newrose. I am a psychiatrist.’’ The woman responds, ‘‘Pleased to meet you. I’m Dr. Nancy P. Heche [a play on NCPH]. I am a public historian.’’ The bottom frame depicts the quizzical thoughts of both as they are parting. Thinks the man: ‘‘Hmmm. . . . I wonder what she meant by that?’’ Thinks the woman: ‘‘Hmmm. . . . I wonder what I meant by that?’’ Indeed, what is a public historian? Four decades after the first public history degree programs appeared in the United States, few of us who embrace public history as a field actually would identify ourselves to strangers as a public historian. Nonetheless, as the cartoon suggests, we think of ourselves as professionals. How do we make sense out of the jumble of practices and concepts that have been gathered under the umbrella of public history in the United States," @default.
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- W2034281014 date "2015-02-01" @default.
- W2034281014 modified "2023-10-14" @default.
- W2034281014 title "The Pragmatic Roots of Public History Education in the United States" @default.
- W2034281014 doi "https://doi.org/10.1525/tph.2015.37.1.105" @default.
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