Interpreting Difficult History at Museums and Historic Sites is framed by educational psychoanalytic theory and positions museum workers, public historians, and museum visitors as learners. Through this lens, museum workers and public historians can develop compelling and ethical representations of historical individuals, communities, and populations who have suffered. To learn more, check out the website here: http://interpretingdifficulthistory.com
Interpreting Difficult History at Museums and Historic Sites is framed by educational psychoanalytic theory and positions museum workers, public historians, and museum visitors as learners. Through this lens, museum workers and public historians can develop compelling and ethical representations of historical individuals, communities, and populations who have suffered. To learn more, check out the website here: http://interpretingdifficulthistory.comHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Julia Rose is presently the director of the West Baton Rouge Museum. Her primary research interests focus on interpreting difficult histories and documenting historical enslaved plantation communities for museum interpretations. Currently, Rose also serves as the Chairman for the Council for the American Association for State and Local History, and is a board member for the Louisiana Association of Museums. She received her Ph.D. from Louisiana State University, a Master of Arts in Teaching from the George Washington University, and a Bachelor of Arts in Fine Art and Education from State University of New York at Albany. She has held curator positions at the Columbia Historical Society in Washington, D.C., Children's Museum of Oak Ridge, East Tennessee Historical Society, and Magnolia Mound Plantation, and was a faculty member in the Master of Arts in Museum Studies Program at Southern University at New Orleans. In addition, Rose is presently an adjunct faculty member at Louisiana State University where she teaches museum studies.
Inhaltsangabe
Foreword: What We Risk, Jonathan Holloway, Dean of Yale College and Edmund S. Morgan Professor of African American Studies, History, and American Studies Preface Acknowledgments List of Figures 1. Difficult Knowledge: History that is Too Much to Bear 2. Defining Difficult History: Risks, Reasons and Tools 3. Loss in Learning: Psychoanalytic Framework for Commemorative Museum Pedagogy 4. Response and Responsibility: Ethical Representations of Difficult Histories 5. Expanding and Elevating Slave Life History Interpretations and Uncovering Commemorative Museum Pedagogy 6. Towards a Commemorative Museum Pedagogy Bibliography Index About the Author
Foreword: What We Risk, Jonathan Holloway, Dean of Yale College and Edmund S. Morgan Professor of African American Studies, History, and American Studies Preface Acknowledgments List of Figures 1. Difficult Knowledge: History that is Too Much to Bear 2. Defining Difficult History: Risks, Reasons and Tools 3. Loss in Learning: Psychoanalytic Framework for Commemorative Museum Pedagogy 4. Response and Responsibility: Ethical Representations of Difficult Histories 5. Expanding and Elevating Slave Life History Interpretations and Uncovering Commemorative Museum Pedagogy 6. Towards a Commemorative Museum Pedagogy Bibliography Index About the Author
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