Is it my Responsibility
Is it my responsibility?
Power dynamics in public history often dictate whose stories get told, frequently sidelining voices of diversity in favor of others. To counter this, shared authority seeks to democratize the historical narrative by actively involving community members in the storytelling process, ensuring a respectful representation of multiple cultural perspectives.
Diverse hands
In her article “Public History as Reflective Practice,” Rebecca Conard emphasizes the importance of self-awareness and cultural sensitivity in public history discourse. She states, “The premise of this special issue is that public history can be examined as the reflective practice of history” [Page 11]. This highlights the necessity for public historians to continuously reflect on their practices, experiences, and inherent biases to gain a deeper understanding of the field.
Conard also admits that “the lack of an intellectual framework for teaching public history hit me full force” [Page 10], touching on the critical need for awareness and understanding in shaping public history discourse. The reflective practice in public history is defined through shared inquiry, ethics, and education. It can be exemplified by historical organizations or museums that actively engage with their communities to present history in an accessible and inclusive manner.
Consider a practical example: Prairie View A&M University (PVAMU) could initiate a public history project where students collaborate with local historians to create an exhibit on African American education history in Texas. This initiative would immerse students in “shared inquiry,” encouraging them to explore historical narratives alongside community members, enriching their understanding of the subject.
Furthermore, the project could integrate ethical considerations by ensuring that the narratives presented are inclusive and representative of the diverse perspectives within the community. Through reflective experiences, students would learn about public history practices and cultivate a professional identity that aligns with key principles such as entrepreneurship and education in public history contexts.
This approach resonates with PVAMU’s commitment to promoting cultural awareness and community engagement, making history relevant and meaningful for students and the broader community.
Conard stresses that public historians must distinguish their field from other historical disciplines, particularly in practice and education, noting a significant gap in understanding among practitioners and educators.
The article identifies shared inquiry, entrepreneurship, ethics, and education as focal points for discussion. By encouraging contributors to reflect on these themes, Conard aims to reignite dialogue on public history’s philosophical and theoretical underpinnings, establish a more evident professional identity, and improve graduate training standards.
As a student at Prairie View A&M University an HBCU grasping these concepts is particularly vital. They amplify the importance of your unique voice in shaping historical narratives and ensuring the representation of African American experiences. The broader historical context involves challenging conventional power structures in public history and advocating for inclusivity and diversity. Engaging with these ideas empowers you to contribute meaningfully to public history and champion a more equitable representation of all cultures and communities.