Is there a crisis in public history education and employment today? Many experienced public historians believe there is. This article examines issues related to public history training and recent efforts by the National Council on Public History to improve the quality of graduate programs in the field through targeted advice to students and educators. It focuses on the thinking behind development of the new best practices document, “Establishing and Developing a Public History Program,” which appears in full at the end of the article.
Public History Pedagogy: Charting the Course: Challenges in Public History Education, Guidance for Developing Strong Public History Programs
Robert Weyeneth served as president of the National Council on Public History from 2012 to 2014. His presidential address, “What I’ve Learned Along the Way: A Public Historian’s Intellectual Odyssey,” appeared in the May 2014 issue of The Public Historian.
Daniel Vivian is assistant professor of history and director of public history at the University of Louisville. He currently serves as co-chair of a task force formed by the AASLH, the AHA, NCPH, and the OAH to examine trends in public history education and employment. His most recent publication is an anthology co-edited with Julia Brock, Leisure, Plantations, and the Making of a New South: The Sporting Plantations of the South Carolina Lowcountry and Red Hills Region, 1900–1940 (Lanham, MD: Lexington Books, 2015).
Robert R. Weyeneth, Daniel J. Vivian; Public History Pedagogy: Charting the Course: Challenges in Public History Education, Guidance for Developing Strong Public History Programs. The Public Historian 1 August 2016; 38 (3): 25–49. doi: https://doi.org/10.1525/tph.2016.38.3.25
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