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Longer than the Olympics and arguably as prestigious, the most attended sporting event on earth is the Tour de France, which meanders through more than 2,000 miles of Europe’s most picturesque and challenging terrain. One cannot divorce the race from the surrounding cultural heritage and history. Yet this aspect of the Tour has not been fully integrated into the media surrounding the event.
This gap is what prompted me to create Explore le Tour as a side project to my full-time job in early 2015. The eventual concept is for Explore le Tour to become a comprehensive cultural and historical guide to the Tour de France route, where blog posts about specific topics are keyed to stage-by-stage maps and information. All this is geared towards enriching the television audience and traveler’s experience.
For those planning a trip to see the Tour in person, it offers ideas and context for things to see and do, many of which are off the beaten path. For the larger audience at home, the initiative serves as an armchair guide while watching the race on television. For Tour organizers, Explore le Tour offers an opportunity for increased fan engagement and possibly an expanded fan base thanks to the wide appeal of French culture across the globe. At the same time, the website moves to boost French tourism by marketing locations and events to the same global audience.
Join the peloton’s journey through France and history this July with Explore le Tour. Vive le Tour!
~ Alex Bethke is the Cultural Resources Program Lead for Navy Region Southwest in San Diego. He traveled to see the Tour de France in 2012 and launched Explore le Tour as a reflection of his three biggest passions, history, cycling, and travel.
Images from the Community of Gardens project. Photo credit: Smithsonian Gardens
Gardens are personal. To some they are a way to grow food, to others a space of serene retreat, and to others still a background for celebrating culture and friendship. For many, they encompass a host of meanings and uses. How do we collect these ephemeral stories? How do we celebrate garden diversity?
Community of Gardens is Smithsonian Gardens’ answer to the call to preserve our vernacular garden heritage. The Horticulture Collections Management & Education department has embarked on a new initiative to crowdsource garden histories. With help from an internal Smithsonian grant, we collaborated with Curatescape to customize its Omeka-based web platform for “curating the landscape” with location-based content. Visitors to the website can contribute stories of gardens and green spaces in their own communities and explore other stories from around the country. Our goal is to create a participatory archive that enriches and adds diversity to the Archives of American Gardens collection and encourages engagement with gardens on a local, community level. In the coming months, we will introduce online exhibits and educational materials for teachers. The website uses a multimedia platform that supports images, text, audio, and video, and we welcome stories from the general public, museums, schools, universities, and public gardens. It is our hope that the project will encourage our audience to get their hands dirty and go out and unearth the everyday, untold stories in our own backyards.
~ Kate Fox is Smithsonian Gardens educator.
Image credit: Screenshot by Danielle Emerling
On October 15, 1966, President Lyndon Baines Johnson remarked: “When the historians of tomorrow write of today, they will say of the 89th Congress … ‘This was the great Congress.’” The president was elated that between January 1965 and December 1966, the 89th US Congress had enacted the most extensive legislative program since the New Deal. The Voting Rights Act, Elementary and Secondary Education Act, and amendments to the Social Security Act, which resulted in the creation of Medicare and Medicaid, were but a few of the transformative pieces of legislation passed as cornerstones of Johnson’s Great Society agenda. Continue reading
Undertaking international projects presents challenges beyond the normal routine of archival and secondary research, oral interviews, writing, and revising. There are new issues, such as what language will the work ultimately be published in? What time frame will accommodate the needed international travel? What added expenses will be encountered that are not part of the consideration for work confined to historical research within one country? Who will be chiefly responsible for coordinating the work occurring on different continents and seeing all the elements of the work through to the end? Even such minor questions as map scales, monetary systems, and how measurements and distances will be presented–English or metric–have to be resolved for consistency’s sake. Continue reading
“What’s that? Horses?” the elderly man with the eye patch said loudly, in Norwegian, as his neighbor described the picture on the screen. “I remember when things were delivered by horse carts.” He didn’t elaborate and perhaps the memory ended there. But I thought of him months later when another nursing home resident told me about her grandmother. The previous evening, we had looked at pictures of Norwegian kids on vacation, and she explained the photographs made her think of spending summers at her grandmother’s home in the countryside. The photographs had clearly lingered in her mind. “I loved it there,” she said, “There were horses and cows and animals.” I wondered then whether the man with the eye patch had gone back to his room that cold evening in February and dreamed of horses on the streets of Oslo. He hadn’t even seen the picture, but hearing about it was enough to elicit memories of that time before. Continue reading
By Selena Wilke. Photo credit: Wikimedia Commons
In 2007, a professor at a Texas university began a thread on H-Oralhist, the oral history listserv. “I am up for tenure next fall,” she wrote, “and am struggling to prove to my dean that the gathering, transcribing, editing and archiving of oral history is ‘scholarship.’ I am regularly applauded for the fact that I have begun an oral history program, trained forty undergraduate and graduate students in oral history methodology, gathered and processed over eighty-five interviews (in the past three years), and reconnected dozens of former students with our university (I began a ‘former student’ oral history project). Despite all of this, the dean of my college does not seem to recognize this as valuable, original scholarship. She is very supportive and enthusiastic about the oral history program, it just seems I need to help her redefine it.”
“A Great Day In Bronzeville,” May 28, 2005. Photo credit: John Moye
Editor’s Note: This post is part of a special online section accompanying issue 37(2) of The Public Historian, guest edited by Lisa Junkin Lopez, which focuses on the future of historic house museums. The contributions in this section highlight the voices of artists who engage with historic house museums as sites of research, exhibition, and social practice. In this post, Faheem Majeed reflects on his efforts to both animate and protect a remarkable collection in a historic home as the former executive director of the South Side Community Art Center in Chicago.
My entrance into to the South Side Community Art Center wasn’t as a trained professional or as an academic. I came there as a young figurative metal sculptor trying to find support and a community. I walked through the doors in 2003 because I was new to Chicago, and some artists told me that this was the place to go when you didn’t know anyone. To be honest, I didn’t really understand the gravity or importance of the space until some time after I first walked through its worn doors. But like many before me, the center became my home and the foundation for all my future networks and successes.
The center is fascinating on a number of levels. Based in Bronzeville, a predominately black neighborhood on Chicago’s South Side that has remained in a state of flux for many years, the center has an accumulated history that can sometimes be lost in its layers. After a couple of years working as Curator and Executive Director, I determined that the best thing I could do to honor the center’s legacy was to help identify and leverage as many layers as possible. Continue reading
Arthur Schlesinger, Jr. in 1951. Photo credit: Wikicommons
As policy makers and politicians debate and make important policy decisions, they are constantly dealing with the past. They must consider what has been tried and failed, and what options were overlooked and why. These are questions that require an understanding of history. Without the benefit of a historian’s expertise, it’s hard to know what may be misremembered and whether we are repeating the mistakes of the past. Institutional memory can be unreliable or even absent. By analyzing policy history, professionally trained historians provide essential context that explains why certain things were done and enables policy makers to make better decisions in the present. Continue reading
NCPH Annual Meeting, Nashville, TN, 2015. Photo credit: NCPH.
Last year, the National Council on Public History decided to pilot an optional topic proposal deadline for annual meeting session, workshop, and working group submissions (see last year’s announcement here), and it was a success. Of the 55 topic submissions received last year, 42 were resubmitted as full proposals, and 20 of those were accepted onto the program. This is incredible given the stiff competition last year (only 69 of 157 proposals were accepted). For the 2014 annual meeting, NCPH saw a 40% increase in proposals over any other year; and for 2015, we saw an increase of 26% over that! Based on the attendance increase in Nashville, and because the 2016 meeting is a joint conference with the Society for History in the Federal Government (SHFG), there will be an increase in the total number of sessions and working groups accepted onto the Program, but competition will still be considerable. Continue reading
The Library at the University of South Carolina, on a campus that has had a long-time and active public history program. Photo credit: USC
The Curriculum and Training Committee of the National Council on Public History has prepared a draft best practices document, “Best Practices for Establishing and Developing a Public History Program.” This document is intended to supplement the existing best practices documents on MA programs in public history, public history for undergraduate students, and certificate programs in public history. By focusing on resources and support, it seeks to ensure high-quality training at the graduate level. Designed mainly for college and university faculty and administrators, the draft provides guidance on subjects, such as funding, hiring practices, tenure and promotion, curriculum development, and areas of specialization. We invite comments on this document. Please send comments and suggested revisions to email@example.com by July 31. We look forward to hearing your thoughts. Here is a link to the document.
~ Daniel Vivian is assistant professor of history and director of public history at the University of Louisville in Louisville, Kentucky. He is chair of the Curriculum and Training Committee for the 2015-2016 academic year.