The Marching Storm band performing during halftime.
Photo by Nazareth Brooks 10/25/24
Racial segregation between HBCUs
Racial segregation has contributed to the erasure of institutional history at HBCUs in multiple ways, including funding disparities, land-grant inequities, and narrative control.
Due to systemic racial inequalities, HBCUs have long struggled with funding. State governments and federal funding programs often prioritize predominantly white institutions, leaving HBCUs with fewer resources for preservation and development.
Many HBCUs, including PVAMU, were established as land-grant institutions but do not receive the financial support needed to preserve their own history. This lack of funding limits their ability to maintain archives, historical buildings, and other essential resources.
Lastly, narrative control plays a significant role. In education and media, the contributions and significance of HBCUs are often overlooked or downplayed. This lack of representation shapes public perception and further marginalizes these institutions.
Racial desegregation through public history at PVAMU
There are several ways we can work toward substantive racial desegregation through public history at PVAMU. One approach is storytelling—creating more platforms to showcase PVAMU’s history. This could include making documentaries or establishing a “History Day,” where history classes across campus visit the digital archives to explore the university’s collected history.
Another important method is gathering oral histories from PVAMU alumni, faculty, and staff. Their firsthand accounts can provide valuable insight into the university’s past and how it has evolved over the years.
I think that there is no way to separate the fields of politics and public history. One of the key aspects of public history is community engagement, learning the people’s stories, understanding their plights and what they want to tell. Those stories and those people’s lives are political. Two people could tell widely different stories of the same event depending on their perceptions of what it is. The inclusion or exclusion of certain elements in a story reflect those perceptions.
From the text by Faith Davis Ruffins, we get a tale about African American museums. We learn about the history of these museums and how they came to be. How there was so much fight to get these places built despite America systematically making it difficult for these projects to flourish. In the book it says, “These men and women grew up in segregated circumstances, whether in southern towns or northern urban neighborhoods. These men and women were nurtured by historically Black institutions… Above all, these men and women all shared in common deep exposure and dedication to the ‘Negro Canon.’” (pg. 28-29). Doing work in the field of Public history will require that a person engage with marginalized people to hear those untold stories of segregation, the plight of the reservation, etc.
Another example from a chapter in the book Radical Roots by Lara Kelland. In the chapter the author speaks about the creation of Indigenous American Colleges and the rise of LGBTQ+ activism after the Stonewall riots. I’d like to focus on the latter, in this quote the author says, “Although many LGBTQ researchers began to develop LGBTQ historiography as they learned to work within existing mainstream repositories, other activists began to cultivate separatist organizations, providing community-controlled archival spaces for those seeking to learn more about queer history.” (Pg 508). The interesting thing about this quote is that the LGBTQ researchers had to exist and work within an existing mainstream. The mainstream excludes certain narratives even when those people with those narratives advocate for themselves. The exclusions are inherently political. There is no separation between the people and the politics that govern their lives.
The Politics of Public History: Balancing Activism, Objectivity, and Ethics
man holding up sign demanding justice for George Floyd
Public history is inherently political, as it involves interpreting, preserving, and presenting the past in ways that reflect contemporary values and power structures. Historians working in public history must grapple with the tension between political engagement and the expectation of professional objectivity. However, as Fath Davis Ruffins, Jeff Hayward, Christine Larouche, Lara Kelland, M. M. Schlehofer, K. Wagner, E. Bramande, Brian Murphy, and Katie Owens-Murphy argue, public historians can engage in political activism while adhering to ethical principles, especially when addressing marginalized histories and confronting contemporary social issues.
Politics as an Inescapable Force in Public History
Fath Davis Ruffins, in “Building Homes for Black History: Museum Founders, Founding Directors, and Pioneers, 1915–95,” demonstrates how Black museum founders intentionally shaped public history to counter the erasure of African American experiences. By creating institutions dedicated to Black history, such as the DuSable Museum of African American History and the Charles H. Wright Museum of African American History, they engaged in political activism through historical preservation. Ruffins’ work illustrates that public history often emerges as a direct response to political and social injustice, making activism an inherent part of the field.
Jeff Hayward and Christine Larouche, in “The Emergence of the Field of African American Museums,” further highlight the political motivations behind Black museums. These institutions were not only sites of historical preservation but also hubs of resistance, advocacy, and community empowerment. Their analysis reveals that public historians working in these spaces frequently blended activism with historical interpretation, challenging the notion that political engagement undermines professional integrity.
Activism and Objectivity: Striking a Balance
Lara Kelland’s “Unintentional Public Historians: Collective Memory and Identity Production in the American Indian and LGBTQ Liberation Movements” explores how grassroots activists have inadvertently become public historians. By creating archives and preserving oral histories, these movements have shaped public memory and identity politics. Kelland argues that such activist-driven public history projects demonstrate that objectivity does not require neutrality but rather a commitment to accuracy, inclusivity, and transparency.
Similarly, M. M. Schlehofer, K. Wagner, and E. Bramande’s study, “Things Will Get Worse Before They Get Better,” explores how the 2020 U.S. presidential election influenced LGBTQ+ public history projects. Their research reveals how the political climate intensified efforts to document and preserve LGBTQ+ narratives, recognizing that activism and public history often intersect during periods of social and political tension. This demonstrates that public historians can ethically engage in activism by documenting the struggles of marginalized groups without compromising accuracy.
Confronting White Rage: The Ethical Imperative of Political Engagement
Brian Murphy and Katie Owens-Murphy, in “Public History in the Age of Insurrection: Confronting White Rage in Red States,” argue that public historians have an ethical responsibility to address contemporary political realities. They examine how public historians in conservative regions face challenges when confronting issues of race, racism, and insurrection. Their work underscores that avoiding political engagement can itself be a political act—one that risks enabling historical distortion and injustice.
The Appropriate Level of Political Engagement
While public historians cannot avoid politics, they must engage responsibly by adhering to ethical standards. This means being transparent about their perspectives, prioritizing accuracy, and fostering inclusive narratives. As the authors collectively demonstrate, political activism in public history can be ethical and professional when it seeks to amplify marginalized voices, challenge historical inaccuracies, and promote critical engagement with the past. Avoiding activism in the face of injustice may compromise the field’s ethical obligations.
Ultimately, public history is not a neutral endeavor. It is shaped by power, identity, and politics. By embracing a nuanced and ethical form of political engagement, public historians can remain professionally objective while advancing a more just and representative historical record.
Growing up in Austin, Texas, a city known for its progressive spirit and vibrant diversity, influenced my passion for history at a young age, as political activism is deeply ingrained in the city’s culture! I vividly remember attending marches annually that began early in the morning, starting at the University of Texas at Austin campus statue of Martin Luther King Jr. Next, moving to the state capital for a keynote speech from a leader of the community, and lastly, ending at the historic Huston Tillotson campus, Austin’s first institution of higher learning, and is also the city’s only Historically Black College and University.
I’ve learned firsthand the importance of understanding the past to shape a better future by instilling a seed in the minds of our youth. My degree track is a degree in history with a concentration in education, which drives my passion to gain an inclusive understanding and shape the minds of our youth to be more culturally aware critical thinkers. Witnessing my mother’s 20-year dedication to teaching, I’ve gained invaluable insight and understanding that helped further solidify my track.
I’ve always been captivated by the question of how we got here. That inherent curiosity ultimately led me to choose history as my major during my undergraduate studies. In my pursuits to gain the best understanding of how human relations and innovation produced modern society, I’ve discovered a more profound appreciation for the social science of History. Learning that history is more than memorizing dates and names, but it is more importantly about understanding the patterns that have shaped humanity, both for the better and for the worse.
Initially, the prospect of learning the entire history of the world felt overwhelming. However, I quickly discovered that college breaks down this vast subject into manageable pieces, allowing me to delve into the most compelling historical subsections. Each semester offers a new opportunity to explore a different facet of the human story, making my education journey exciting and deeply insightful.
This semester, I am taking Dr. Moore’s public history course, which has deepened my understanding of social injustices that have led to the erasure of African American culture and history through practices like archival suppression, a theme explored in our discussions on archival administration activism and “The Myth.” This concept refers to the inherent biases embedded in the neutral vocabulary and vague descriptions used within archives. After being assigned the reading “The Hubris of Neutrality in Archives” by Sam Winn, I recognized the compelling argument that biases significantly influence the work of archivists. The privilege and perspective my esteemed peers offer will also be forever valuable as we often discuss social injustice issues and frequently recognize the ongoing nature of these problems. I personally concluded from the readings and subsequent class discussions that achieving true neutrality in archival practices is unattainable and detracts from archivists’ ethical responsibility to preserve diverse histories. Acknowledging the biased practices that often remain unknown and unchallenged was a very enlightening experience that reshaped my perspective as a public historian, showing how important it is as critical thinkers entering the historical work force that we construct a more inclusive environment for future generations by first learning to be more mindful of the nuanced details that will influence the narratives.
Specifically as a history student attending the best HBCU in Texas known as Prairie View A & M, I benefit from the university’s rich historical ties to the land. Prairie View A&M’s origins as a former plantation connect to the broader context of systematic oppression as we studied the transition from the Alta Vista plantation to an agricultural and mechanical school. My experience at PVAMU has opened my eyes to the complexities of systemic discrimination like the one within the university’s operations. Our university’s founding sought to provide an education for Black individuals while operating under the authority of Texas A&M. This history reveals that despite being unable to attend Texas A&M at the time, we were still marginalized, and so-called “separate but equal” with significant disparities in resource allocation and funding. This realization gives me a unique perspective as a historian, allowing me to observe how historical discrimination continues to affect our community today.
For me , history is more than just a record of the past ; it is a living force that shapes identities, communities, and futures. My decision to minor in history at Prairie View A&M University is deeply rooted in my lived experiences growing up in South Park, Texas, a historically Black community that has been shaped and scarred by the effects of gentrification and systemic neglect. I have witnessed firsthand how history can be erased when minority communities are targeted for “revitalization,” only to be displaced and forgotten.Growing up in a low-income neighborhood, I saw how the very spaces that made up the foundation of my childhood began to disappear. The corner stores where we ran errands for our elders, the parks where families gathered for cookouts, and the schools that once molded young minds, all of these spaces were either abandoned, repurposed, or demolished. The Black-owned businesses that once kept our neighborhood thriving were forced to shut down, suffocating the sense of community that had long existed there. Without these familiar places, the identity of South Park faded, and it became clear that history wasn’t just something written in books—it was something happening in real time, often without the voices of those most affected.Can you imagine how heartbreaking it is to watch the world around you lose its color right before your eyes? The places that shaped my childhood, the businesses, the schools, the community centers were more than just physical locations. They were symbols of Black resilience, spaces where culture thrived, and where we saw reflections of ourselves. Once these spaces started vanishing, I watched my peers struggle to find purpose. The uncertainty and displacement created a feeling of hopelessness, and rage became the new normal. It was as if the heart of our community had been torn away, leaving behind an empty shell.This experience made me realize that history isn’t just about the past; it’s about what we choose to remember and protect. As a student at PVAMU, I recognize the privilege of studying at an institution with a legacy of Black excellence and social justice. My education has given me the tools to understand not only the patterns of history but also how those patterns continue to repeat themselves. It has also ignited a fire in me, a determination to fight for communities like mine that have been silenced and overlooked. As a history minor and future public historian, I plan to use my education to document and amplify the stories of neighborhoods like South Park, ensuring that their history isn’t erased. I want to work toward policies that prevent cultural erasure, focusing not just on preserving historic buildings, but on protecting the people and communities that give them meaning. My background has given me a deep understanding of how history and power intersect, and I intend to use that knowledge to fight for communities that have been ignored, exploited, and displaced for far too long.
The Significance of Gentrification and Systematic Neglect
Gentrification is often framed as progress, but for communities like mine, it has felt more like erasure. Family-owned businesses that had been around for generations started closing, unable to keep up with rising rents. Families who had lived in the area for decades were forced to move as property values skyrocketed, driven by new developments that catered to outsiders’ needs rather than the people who had built and sustained the community for years. The neighborhood that once felt so familiar and safe became unrecognizable. However, even before gentrification took full effect, South Park was already suffering under the weight of systemic neglect. Schools were underfunded, public spaces fell into disrepair, and access to quality healthcare and fresh food was limited. Instead of investing in our community, it felt as though the city let it deteriorate on purpose. Almost as if they were waiting for the right moment to sell it off piece by piece. The pothole-ridden streets, the libraries lacking updated materials, and the scarcity of job opportunities were not coincidences. These were signs of intentional neglect, a pattern I later recognized in many other historically Black neighborhoods across the country.I remember seeing our elders, known pillars of the community, plead repeatedly for better resources, only to be ignored. They fought to preserve what little we had, yet their voices were drowned while their homes were cleared out to make way for expensive developments that were never meant for us. When money and investment finally did arrive, it wasn’t to rebuild our schools or restore our cultural landmarks, it was to construct new housing complexes and trendy businesses designed to attract a different demographic. It became painfully clear that our community wasn’t deemed worthy of investment until it was time for someone else to profit from it.It is no coincidence that historically Black neighborhoods like South Park face these struggles. The forced displacement of Black communities is part of a larger, invisible plot that has been repeated throughout history, from the destruction of thriving Black business districts, such as Tulsa’s Greenwood District, to the redlining policies that denied Black families the opportunity to build generational wealth. These systemic tactics are not accidental; they are deliberate efforts to weaken Black economic and cultural power. The consequences are devastating: families are torn apart, businesses vanish, and the sense of unity that once defined a neighborhood is replaced by isolation and loss.
How History Helps Me Understand the World Differently
Studying history has allowed me to see these patterns more clearly. Being an African American history minor at PVAMU has given me the language and framework to articulate the injustices I’ve witnessed firsthand. More importantly, it has given me a sense of purpose. I now understand that preserving history is not just about documenting the past, but also about resisting erasure and ensuring that our stories remain visible.My background has shaped the way I see history. It has shown me that history isn’t always written by those who lived it, and that narratives can be manipulated to serve the interests of those in power. But it has also shown me that history can be a tool for change. By reclaiming our stories and preserving our cultural landmarks, we can fight back against the forces that seek to erase us.
This picture represents a passionate teacher meeting her students where they are. By engaging with them and interacting with them.
Interest In Education.
My interest in education stemmed from my childhood, when I saw my teachers doing something that captured my eye. Empowering young minds, engaging with students and leaving a lasting imprint on an individual is something that I have known I wanted to do since the third grade! Coming into school every day and sitting in class made me realize that is something I would like to do as a career. As a child, I would come home from school and set up my stuffed animals, print out papers, and draw on my dry erase board, and teach the lesson I learned at school to my stuffed animals. I would act as though I’m grading papers and giving out grades to my “students”. I would come home from school every day, anticipating my afterschool lesson that I would be ready to teach!
Privileges as a PVAMU student.
Knowing that I wanted to be a teacher, I made sure I picked a college that would be beneficial to me for my education and also benefit me for my career once I graduate. So I began applying to colleges and looking for the college that has the best teacher-education program. I started with Texas Southern University, then proceeded to look at Sam Houston, Stephen F. Austin, and the University of Houston. After doing deep research on all these universities, I noticed that the teacher education programs did not fit me. So, that is when I looked into Prairie View A&M University. Once I began my research, I was amazed and also disappointed that I did not look here first. After I saw that the teacher-education program at Prairie View was the program for me, I put in my application immediately because I knew this was the place I wanted to be. I got accepted and started my college career, and I began to notice how privileged I am to be a student here all around. The teacher-education program here has allowed me the opportunity to be a certified teacher as soon as I graduate, so I will be able to start my career fully certified and doing the job I am passionate about. While also being a student here, I am able to begin student teaching and observing teachers as well, so I will be fully equipped and confident when I step into my career. Being a student at Prairie A&M University comes with so many benefits, especially since it is a historically black university. I have learned the importance of this university and how it has come about to be the illustrious campus it is now. Furthermore, this university has taught me how to embody the importance of being not only an African American educator, but a female African American educator especially in the times that we are living in. This university is equipping me to not only teach the lesson but also past down life skills that will be able to leave a lasting impact on my students.
Background of Teaching History.
My knowledge of teaching originates from my childhood because I have come from a line of teachers. They instilled in me the importance of their jobs and how every student education should be taken seriously, but not only their education but their lives. My family made me realize not every student has the same background and not every student has access to three meals a day, a place to sleep, having access to take showers, and most importantly a loving family. Knowing these things has also pushed me to pursue my passion in teaching, because I have realized I can be the help that the student may need. Education and teaching have been a vital role for making our world go round. Education has kept our history alive for years, but it has also tried to silent the most important history of the world which is black history. Although I will be teaching the subject English, I will always make it a mission to teach the importance of black history. As a student a Prairie View, I slowly began to notice that history is incorporated through any and everything. By me being a future educator I have to make sure I continue to empower my students with the knowledge of history through writing.
My work as a future educator!
After I graduate from Prairie View A&M University I would like to teach English to seventh grade students. My passion for teaching is going to allow my career to excel. I will not only be able to teach my students the importance of English, but I will also be able to empower them and instill the importance of our history into them as well. By incorporating writing topics pertaining to our history. Prairie View will have equipped me to do so, simply because of the classes I take as a teacher-education major. I have been able to do podcast, documentaries, and also being able to learn the importance of digital history. All of these skills and tools that Prairie View has given me will allow me to pass on to my students. So not only will they be great writers, but they will also have skills that they will be able to take with them throughout the rest of their schooling and even bringing these skills into their career. Being an educator in this time is more than just teaching a lesson but reminding students that they have a voice to do or be who they want to be in a world that is constantly trying to change and quiet people down for who they are. I will encourage students to be the change and stand up for what is right while also supporting them even when they are not confident in themselves. Once I graduate from this great university, I will know that I am more than capable to not only teach students but instill in them the power of education and the long history that comes with it especially our black history!
Photo of some things that make up Public History. Giving you words,places and phrases related to Public history.
Reflection
History for me has been a journey so far. Before taking this into public history class I would always feel lost or behind while learning normal history. Growing up I’ve never enjoyed history because the things we would learn wouldn’t appeal to me or my background. History was a class I dreaded and never understood why I don’t learn about people who look like me. I finally understood after attending Prairie View A&M that information on me is either lost or no one cares to seek that history. While being in this class I’ve realized that history is deeper than just the textbook. Understanding that “Public History” is the main reason why we have some African American History. I didn’t know what the role of a Public Historian is but finding out they seek history people want to know but others are not interested or too afraid to find. I’m not interested in becoming a history major or trying to go into the history field. Still, I aspire to become a teacher, but with becoming a teacher most of the time you have to stick to traditional history. When I become a teacher I want to have Public History skills so that I can teach the students who look like me their background and allow them early exposure to their roots. Learning what public history is inspired me to not only teach my future students history but also expand their knowledge with more information that a public historian would uncover. This is my second year at Prairie View A&M University and I can say being a student here does have its perks. I enjoy the sense of community, I enjoy the energy and even the classes are mostly engaging. Going to Prairie View A&M has allowed me to build connections, bring me back to my roots, and expand my knowledge. I never intended for myself to have taken this class and taken so much from it. For example, in public history class, we speak about African American culture and stories, so this type of history is always withheld from the public, but PVAMU is allowing me to know my ancestors and uncover that hidden history. While entering this History class I expected it would be the same as always, but this time it was different. I stayed intrigued with the material, and I even spoke on topics that touched me. In class, we read an article by Brian Murphy called “Public History in the Age of Insurrection.”This article is one of many that I’ve read this year and touched me and changed my viewpoint on history. This article talks about how public historians still partake in politics and activism movements. This article spoke to me because I thought history was a confinement and people don’t speak out or go against what’s already told/displayed, but reading how these fellow black historians still participated in these political movements but still were able to be professional and communicate to their piers. This encouraged me that even tho the world isn’t always set up in a community’s favor we still have a voice and we still can get the message out in a proper manner. Also learning about digital media and digital archives for information helped me understand public history. Sam, Winn wrote “The Hubris of Neutrality in Archives” This article helped me understand how history and information are stored but also changed. Younger me would always believe what that textbook said but understand that history can be changed and public historians seek history out and try to conserve/protect the history. As time goes on and I learn more about public history; I feel that I can incorporate these practices in teaching when I’m older and as I continue to spread meaningful/overlooked history my knowledge of public history will also continue to grow. I feel like teachers are very impactful. So practicing my public history skills in school would benefit me and the students just have to be professional with the execution of the information. Adding public history to children’s learning would broaden their views and allow them to see more that’s just untold. I feel like my purpose is I’m going to expand because I need to educate these students on what the textbook misses so I’m going to be expanding my public history and teaching at the same time. I feel like being a part of public history should be something everyone should look into. You might think you know all the facts, but I guarantee there’s something still missing and that’s great I can partake in trying to discover those hidden mysteries.
This week’s specific topic on museums, monuments, and contested meanings brought to mind the bus head statue here at Prairie View A&M University (PVAMU). During my freshman orientation tour, I learned the statue was erected to honor a football player who tragically died due to segregated medical care in Prairie View. This statue not only carries the weight of the school’s history but serves as a reminder of the racist history of America, highlighting the unacceptable tragedies and lives lost to racism.
The bus head statue symbolizes more than just a memorial; it embodies the struggles and sacrifices of African Americans in a segregated society. The statue represents the racial barriers that prevented him from receiving timely medical care, ultimately leading to his untimely death. This narrative brings forth the harsh realities of segregation, where access to necessities like healthcare was unjustly denied based on race.
The placement of the bus head statue near the Alta Vista Plantation’s “Big House,” where the master and his family once resided, adds another layer of meaning. This juxtaposition creates a powerful commentary on the historical context of PVAMU, which was established on the grounds of a former plantation. It’s a poetic statement acknowledging the past while symbolizing progress and resilience. The statue serves as a constant reminder of the university’s complex history and its commitment to honoring those who suffered under the oppressive system of slavery and segregation. Monuments like the bus head statue are a focal point for reflection, dialogue, and education. They prompt us to confront uncomfortable truths about our past and to consider how these historical injustices continue to impact our present. The bus head statue, in particular, encourages us to remember the lives lost to racism and to reaffirm our commitment to creating a more just and equitable society for all.
How might technology enhances the production of public history?
As rising historians of the future, we are seen as metaphorical gatekeepers to the future . A public historians main purpose should surround aiding to its audience by advocating for the people connected to the surrounding communities. A common issue seen along the journey of evolution through public history is how to appeal to a large group of people, simultaneously while still impacting thier needs within the community. Technology is an impactful way to improve the community service we provide to the world by telling the stories of native people . Technology enhances public history by improving accessibility, engagement, and preservation. It enables the digitization of historical records, creating online archives and databases for wider access. Interactive tools like virtual tours and augmented reality offer immersive experiences, while social media and crowdsourcing allow public participation in historical research. Technology also aids in digital preservation, ensures secure storage, and facilitates collaboration among historians. Additionally, data analysis and visualization tools provide new insights and make complex information more understandable for the public.
Jones Creek Hunting Club in Wharton County ( Nov, 10-11, 1929)
Even though Houston is not often thought of as a racially intolerant city, like many other Southern cities, there were signs that hinted at its, and the state of Texas’s, racial past as a member of the Confederate States of America. Throughout the city “white only” signs were visible and in many cases were so common as to not illicit much attention.
How can this be used in an everyday setting :
Technology can also play a crucial role in the production of public history by expanding access related to enhancing storytelling that may help adapt to community engagement. Digital tools allow historians to present historical narratives in interactive and immersive ways while also making history a more dynamic and accessible to its audience. Technologies such as Geographic Information Systems (GIS), virtual and augmented reality (VR/AR), and digital archives help visualize historical change, reconstruct lost environments, and provide new ways for the public to explore the past. Though , the effectiveness of these tools depends on addressing the research they ensures all communities can access and participate in these technological advancements.
Connection to Reading :
Andrew Hurley’s Chasing the Frontiers of Digital Technology: Public History Meets the Digital Divide underscores the growing role of technology in shaping public history. Digital tools such as Geographic Information Systems (GIS), virtual reality (VR), and interactive platforms have revolutionized how history is produced and consumed, making historical narratives more engaging, immersive, and accessible (1).However, Hurley also cautions that the “digital divide” can create barriers to participation, limiting the reach and inclusivity of these advancements (2).
One of the most engaging uses of technology in public history is its ability to create interactive and immersive experiences. GIS mapping projects enable users to visualize how places have changed over time, while VR and AR allow people to step into historical environments or witness past events as if they were there. Crowdsourced digital history projects, where the public contributes personal stories or historical artifacts, also foster engagement by making history a participatory experience. These technological innovations not only enhance historical understanding but also encourage communities to take an active role in preserving and interpreting their own histories.
Ultimately, Hurley suggests that while technology offers powerful tools for producing and disseminating public history, its effectiveness depends on equitable access and thoughtful implementation. If public historians address the digital divide and ensure that technology serves diverse communities, digital innovations can significantly enrich the way history is experienced and understood.
Digital Media has been very controversial in history. Digital media is a way public historians can display/animate their research/findings. The information is accessible through technology, so it can be accessible and preserve history.
This is a picture showing how the digital media process works/was developed .This image shows how history/information is digitized.Image from SGL Rotec
Problems of Digital Media
Digital media is a good tool to have around, but at the same time, it can cause errors and issues. Digital media can’t always be reliable and be around. Technology crashes and information in a public database can always change. Also, information/Digital media might not be accessible to all so defeats the purpose of digital media. According to the reading by Andrew Hurley, he said “Low rates of computer usage and Internet connectivity among low-income populations and the elderly gave cultural institutions and mass constituency organizations pause about adopting aggressive digital communication strategies.”(Hurley, Andrew, Pg 71)He goes on to say this because even tho Digital media is a useful tool there are flaws in the cracks. Lower-income people might not have the same opportunities as someone higher class, the lower-class research would be limited due to information being online. Also, a lot of people are still trying to become tech savvy so they might not have all the knowledge to navigate the digital media.
Benefits
Digital Media has allowed information to be accessible to our fingertips. Digital media holds a vault for History. History is added in this format to relate more to people through illustrations/animations and also share history with all ethnic groups and everyone all over the world. Andrew says “The uncensored, open-access realm of cyberspace has been touted as an exemplary venue for democratic civic engagement, making it a tantalizing locus of historical.”(Hurley, Andrew, Pg 71)He is saying that with the expansion of digital media, there is much engagement within the Community and allowing history to spread properly The article goes on to talk about two historians who used Digital media and started the growth of digital media. “Two historians and an architect at the University of Missouri–St. Louis (UMSL) launched the Virtual City Project (http://vcities.ite-stl.org) in 1999 Speedier microprocessors continued to improve personal computer graphic displays, heightening consumer expectations for visual splendor and realism.”(Hurley, Andrew, Pg73)
Overall useage
Digital media in my opinion is a great tool to help us further learn, preserve history, and become engaged. I feel with anything there are going to be issues but you have to look at the overall good that Digital Media brings. In 2025 almost everything will be virtual and having digital media will help generations to easily learn their history. These public history figures have a way of displaying their findings to the public and being heard. So, Digital media isn’t our downfall it’s building our communities, knowledge, and history.
Credits
Hurley,Andrew. “Chasing the frontiers of Digital Technology.”
