Take-away Thoughts: Reflecting on Four Case Studies

Rebecca Conard

doi:10.5130/phrj.v22i0.4763

Abstract

This commentary on four case studies of transnational public history projects or experiences teases out the pedagogical implications. Financial and logistical aspects present challenges to designing collaborative initiatives that reach across national boundaries, and must be addressed. However, in order to tap the full educational value, transnational public history endeavors should also contribute to the intellectual core of public history curricula.

Highlights

That public history, both as professional practice and academic field, has generated an international network, the commensurate traffic of ideas quite naturally is leading to collaborative ventures to see what we can learn from one another, or learn together
Both frankly acknowledge the sustainability issues. Harker begins his critique by noting that the central aim of the first grant-funded project, a comparative oral history project that engaged American and Moroccan undergraduate students in people-to-people research, was to break down cultural stereotypes and build trust
The second project, grant-funded, sought to deepen crosscultural knowledge by engaging a new group of American and Moroccan undergraduate students in creating an online exhibit that incorporated oral histories conducted by the first group

Summary

Introduction

Both as professional practice and academic field, has generated an international network, the commensurate traffic of ideas quite naturally is leading to collaborative ventures to see what we can learn from one another, or learn together. Harker begins his critique by noting that the central aim of the first grant-funded project, a comparative oral history project that engaged American and Moroccan undergraduate students in people-to-people research, was to break down cultural stereotypes and build trust.

Results

Conclusion