Reflections on TAH and the Historian's Role: Reciprocal Exchanges and Transformative Contributions to History Education

Abstract

BOTH THE Organization of American Historians (OAH) and The American Historical Association (AHA) have engaged in the debate about reform and improvement of pre-collegiate history education which has been a hot political issue at least since the 1983 publication of A Nation at Risk. National and state history education standards and the move to improve the professional development of history teachers through various initiatives are outgrowths of this move toward reform. Along with an ongoing forum exploring opinions about history education, preparation of history teachers, and public uses of history, both the OAH and the AHA are also supporting initiatives that promote the mission of K-16 linkage and outreach to pre-collegiate institutions and educators. Although contention has arisen about what and whose history we teach, many historians, museum curators, and historical society personnel have embraced these efforts, and many have entered into partnerships with local school districts to develop such projects. While many historians have supported the call for more collaboration between K-12 and university educators, fewer have expounded upon the two-way gains