Association Heritage New Brunswick Webinar
November 27, 2019 - 7 pm
Facilitator: Dr. Cynthia Wallace-Casey, University of Ottawa
Museums, Heritage, and Reconciliation in New Brunswick – This webinar will define reconciliation while also demonstrating how museums can develop a Reconciliation Action Plan. The instructor will discuss repatriation of collections, noting examples from the Canadian Museum of History and other sites in this country. Access the webinar here…
Showing posts with label Museums. Show all posts
Showing posts with label Museums. Show all posts
Wednesday, November 20, 2019
Monday, February 15, 2016
Book Review: Family Ties by Andrea Terry (or More on the Challenges of Teaching with Museums)
By Cynthia Wallace-Casey, PhD
University of New Brunswick
(Fredericton)
There’s something about the experience of a Victorian Christmas that makes many of us feel warm and fuzzy inside. Our sense of nostalgia seems heightened by the festive season. Because of this, perhaps we’re more prone to let down our critical lens on the past, and simply enjoy the visual candy. Surrounded by the sights, sounds, and smells of the season, we encounter compelling evidence to suggest that we can truly experience the past for real… as it once was.
Andrea Terry, however, in her publication Family Ties: Living History in Canadian House Museums (2015), dispels such nostalgia, as she closely examines the annual Victorian Christmas programs at three Canadian house museums: Dundurn Castle in Hamilton Ontario, Sir George-Étienne Cartier National Historic Site in Montreal Quebec, and William Lyon Mackenzie House in Toronto Ontario. With a keen eye for cultural hegemony, Family Ties delves down beneath the sugary surface, to reveal how interpretive Christmas programs in each of these living history museums are actually a product of present-day values, place-based politics, and nationalistic agendas.
University of New Brunswick
(Fredericton)
There’s something about the experience of a Victorian Christmas that makes many of us feel warm and fuzzy inside. Our sense of nostalgia seems heightened by the festive season. Because of this, perhaps we’re more prone to let down our critical lens on the past, and simply enjoy the visual candy. Surrounded by the sights, sounds, and smells of the season, we encounter compelling evidence to suggest that we can truly experience the past for real… as it once was.
Andrea Terry, however, in her publication Family Ties: Living History in Canadian House Museums (2015), dispels such nostalgia, as she closely examines the annual Victorian Christmas programs at three Canadian house museums: Dundurn Castle in Hamilton Ontario, Sir George-Étienne Cartier National Historic Site in Montreal Quebec, and William Lyon Mackenzie House in Toronto Ontario. With a keen eye for cultural hegemony, Family Ties delves down beneath the sugary surface, to reveal how interpretive Christmas programs in each of these living history museums are actually a product of present-day values, place-based politics, and nationalistic agendas.
Tuesday, April 1, 2014
Museums make you happier and less lonely, studies find
Author: Lindsay Van Thoen
March 26, 2014 - Freelancers Union
One of the greatest things about freelancing is that although we’re often very busy, we can choose to be “off” during 9-5 hours. This means that we can visit uncrowded museums and attend other midday events, which are often hellish on the weekends.
Here are 6 reasons why you should take a long lunch tomorrow and head off to your local museum:Sunday, February 23, 2014
Sunday, March 17, 2013
Challenging the Big Ideas of History
by Cynthia Wallace-Casey,
PhD Candidate
University of New Brunswick (Fredericton)
In a journal article that I have yet to find anywhere to publish, I have argued that history education must begin with Big Questions rather than Big Ideas. In this context I have posed the somewhat dubious question: when adopting historical thinking outcomes as a way of engaging students in the past, should we be enabling students to ask Big Questions (which are the foundation of source-based inquiry), or should we be directing them towards the Big Ideas that embrace such subjects as social cohesion and national identity?
Certainly, there exists a large body of cognitive evidence to suggest that a Big Ideas approach to teaching about the past presents serious limitations for students’ abilities to engage in history. Bruce VanSledright and Margarita Limón (2006), for example, have identified pre-occupations with teaching first-order concepts and ideas as stemming from a perceived nation-building Big Ideas role for social studies education (p. 561-562). In this sense, Big Ideas are often equated with maintaining a society’s status quo. Similarly, Stéphane Levesque (2009) has cautioned us on the intellectual limitations of a Big Ideas teaching approach “designed to tailor the collective past for present-day purposes” (n.p.). Likewise, Veronica Boix-Mansilla (2000) has also found, that to associate Big Ideas with a presentist perspective on the past is to presume answers where they cannot yet be found, because the past is still unfolding (p. 413).
Big Questions, however, in the Collingwood tradition of historical inquiry, suggests a dialectic role for history. This vision of teaching historical thinking, as Sam Wineburg (2001) has observed, has the potential to place students in the role of wrestling with multiple stories: “not just as arbiters of others’ accounts [i.e. judges] but as authors of their own [i.e. self-emancipators]” (pp. 131-132). Similarly, as Keith Barton and Linda Levstik (2008) have found, by making Big Questions an explicit part of classroom instruction, teachers can provide a forum for students to talk about history and make sense out of diversity in the past (p. 262).
Over the past eight weeks, I have been working with a group of grade seven students, exploring how to engage middle school students in historical thinking with museums. Undoubtedly, as anyone who has witnessed a classroom visit to a museum can attest, engagement in museums is seldom an issue. What is often the issue however, is empowering students to look beyond the Big Idea of the museum exhibition, and to ask their own questions. In this sense, I propose that historical thinking requires a slightly different set of procedural skills - because reading objects (by nature of the medium) is very different from reading texts or images.
So returning to my opening question... what should come first in history education? Big Questions or Big Ideas? Currently I can report, that in this stage of my data collection, I am persuaded even more that asking Big Questions is key to breaking away from the status quo that many museums are all-to-often prone to maintain. I look forward to elaborating further upon this distinction, when my research is completed later this year.
PhD Candidate
University of New Brunswick (Fredericton)
In a journal article that I have yet to find anywhere to publish, I have argued that history education must begin with Big Questions rather than Big Ideas. In this context I have posed the somewhat dubious question: when adopting historical thinking outcomes as a way of engaging students in the past, should we be enabling students to ask Big Questions (which are the foundation of source-based inquiry), or should we be directing them towards the Big Ideas that embrace such subjects as social cohesion and national identity?
Certainly, there exists a large body of cognitive evidence to suggest that a Big Ideas approach to teaching about the past presents serious limitations for students’ abilities to engage in history. Bruce VanSledright and Margarita Limón (2006), for example, have identified pre-occupations with teaching first-order concepts and ideas as stemming from a perceived nation-building Big Ideas role for social studies education (p. 561-562). In this sense, Big Ideas are often equated with maintaining a society’s status quo. Similarly, Stéphane Levesque (2009) has cautioned us on the intellectual limitations of a Big Ideas teaching approach “designed to tailor the collective past for present-day purposes” (n.p.). Likewise, Veronica Boix-Mansilla (2000) has also found, that to associate Big Ideas with a presentist perspective on the past is to presume answers where they cannot yet be found, because the past is still unfolding (p. 413).
Big Questions, however, in the Collingwood tradition of historical inquiry, suggests a dialectic role for history. This vision of teaching historical thinking, as Sam Wineburg (2001) has observed, has the potential to place students in the role of wrestling with multiple stories: “not just as arbiters of others’ accounts [i.e. judges] but as authors of their own [i.e. self-emancipators]” (pp. 131-132). Similarly, as Keith Barton and Linda Levstik (2008) have found, by making Big Questions an explicit part of classroom instruction, teachers can provide a forum for students to talk about history and make sense out of diversity in the past (p. 262).
Over the past eight weeks, I have been working with a group of grade seven students, exploring how to engage middle school students in historical thinking with museums. Undoubtedly, as anyone who has witnessed a classroom visit to a museum can attest, engagement in museums is seldom an issue. What is often the issue however, is empowering students to look beyond the Big Idea of the museum exhibition, and to ask their own questions. In this sense, I propose that historical thinking requires a slightly different set of procedural skills - because reading objects (by nature of the medium) is very different from reading texts or images.
So returning to my opening question... what should come first in history education? Big Questions or Big Ideas? Currently I can report, that in this stage of my data collection, I am persuaded even more that asking Big Questions is key to breaking away from the status quo that many museums are all-to-often prone to maintain. I look forward to elaborating further upon this distinction, when my research is completed later this year.
Monday, December 10, 2012
Conversations on New Possibilities for the Future : A Virtual Interview with Viviane Gosselin, PhD.
Interview by Cynthia Wallace-Casey,
PhD Candidate
University of New Brunswick (Fredericton)
Last spring, I had the opportunity to engage in a “virtual chat” with the curator of contemporary issues at the Museum of Vancouver, Viviane Gosselin. Viviane is also author of chapter 12 in New Possibilities for the Past: Shaping History Education in Canada (2011).During the interview, Viviane chats about her current curatorial project, “Sex Talk in the City”, as well as the role of historical narratives in presenting alternative perspectives upon the present. She provides great insight into the eclectic nature of museum work – rebounding between curatorial meetings, telephone conversations, conference presentations, and family commitments. Near the end of the interview, Viviane shifts her attention towards historical thinking in museums and writes of the necessity for “porous narratives” within museum exhibitions.
I began our e-mail conversation by discussing the THEN/HiER “unconference” that had just taken place at the Museum of Vancouver in conjunction with the America Education Research Association Conference:
We'll
start by chatting about your busy schedule. How did the
"unconference" go during the AERA Conference?
Good
lord, 3 telephone conversations later – here I am . . .
PhD Candidate
University of New Brunswick (Fredericton)
Last spring, I had the opportunity to engage in a “virtual chat” with the curator of contemporary issues at the Museum of Vancouver, Viviane Gosselin. Viviane is also author of chapter 12 in New Possibilities for the Past: Shaping History Education in Canada (2011).During the interview, Viviane chats about her current curatorial project, “Sex Talk in the City”, as well as the role of historical narratives in presenting alternative perspectives upon the present. She provides great insight into the eclectic nature of museum work – rebounding between curatorial meetings, telephone conversations, conference presentations, and family commitments. Near the end of the interview, Viviane shifts her attention towards historical thinking in museums and writes of the necessity for “porous narratives” within museum exhibitions.
I began our e-mail conversation by discussing the THEN/HiER “unconference” that had just taken place at the Museum of Vancouver in conjunction with the America Education Research Association Conference:
Saturday, October 20, 2012
Education Week Blog - Museums Extending Youth Outreach
By Nora Fleming on October 5, 2012 4:46 PM
Science centers and museums are ramping up efforts to get children (and their parents) through their doors and using their resources to learn.
The Smithsonian Institution here in Washington, which supports 19 museums, nine research centers and more than 140 affiliate museums around the world (the largest museum and research complex in the world), recently announced a $1.4 million branding campaign called "Seriously Amazing," supported with funding from Target.
The campaign, themed with a question mark icon, is supposed to provoke interest and inquiry in subjects the museums could provide answers to by asking clever questions. Some of the questions are featured on the campaign's website here.
Read more...
Science centers and museums are ramping up efforts to get children (and their parents) through their doors and using their resources to learn.
The Smithsonian Institution here in Washington, which supports 19 museums, nine research centers and more than 140 affiliate museums around the world (the largest museum and research complex in the world), recently announced a $1.4 million branding campaign called "Seriously Amazing," supported with funding from Target.
The campaign, themed with a question mark icon, is supposed to provoke interest and inquiry in subjects the museums could provide answers to by asking clever questions. Some of the questions are featured on the campaign's website here.
Read more...
Saturday, December 17, 2011
Interview with Museum Curator Gary Hughes - New Brunswickers at War 1914-1946
Interview by Cynthia Wallace-Casey,
PhD Student,
University of New Brunswick (Fredericton)
I recently had an opportunity to chat (electronically) with Gary Hughes of The New Brunswick Museum. Gary curated the exhibition New Brunswickers in Wartime, 1914-1946 which opened this week at the Canadian War Museum in Ottawa.
New Brunswickers in Wartime, 1914-1946 presents the touching and dramatic stories of fellow New Brunswickers during the First and Second World Wars, at sea, on land, in the air and at home. It is an adaptation of a highly successful exhibition created by The New Brunswick Museum in 2005.
In the transcript which follows, Gary provides some interesting insights into the curatorial world of historical interpretation. In our chat, we touch upon concepts of epistemological interpretation, historical significance, perspective, collective memory, personal memory, and historical empathy:
Thanks for agreeing to this interview… I suspect you’re very tired after the long drive back from Ottawa...
I hear (via Facebook) that the exhibition opening at the National War Museum was a great success. About how many people were in attendance?
It was very successful. About 250-300 people were in attendance and all enjoyed the event. We hope for a good run until the exhibition closes 9 April.
Were there many from NB?
We had Minister Holder, M.L.A. MacDonald, Senator Joe Day, the Carty family from Fredericton, John McAvity, the Labillois family from Eel River Bar First Nation, the Devine family from Darling’s Island (last three had Fathers in the show) and others from N.B. and still living there and some born in N.B. but living in Ottawa. Hard to say, about 50 at least.
Nice! I’m quite certain that many more (with NB roots) will make a point of visiting the exhibition while it is there in Ottawa...
To begin our question, can you briefly explain to me how it came to be that New Brunswickers in Wartime, 1914-1946 opened in Ottawa? What was the original intent of developing this exhibition? And when did you begin working on it?
I began in late 2003 with an application to the Museums Assistance Program for funding support which proved successful the following spring. Work continued through 2004 and the exhibition opened to the public in November, 2005. It toured the province the next year going to Moncton and Edmundston and then came back for a return engagement at the NBM. It was then dismantled and put in its packing crates. Attempts to interest the war museum began in 2007 and in 2009 the CWM Board met in Saint John in which a Memorandum of Understanding was signed between the museums. Approval in principle from the CWM came the next year and ended with our opening. The original intent of the exhibition was to showcase a regional perspective on the two wars and counterbalance years of message control from the centre of the country in terms of the storyline.
Interesting… Perhaps this is why the exhibition has sparked such interest here in the province... Could it be that we (in NB) often feel a bit left out of the national storyline?
We can definitely see aspects of our military history that have been ignored in the official history of the Canadian Army and in other media.
How would you describe your epistemological lens on the past? What type of historian would you describe yourself as being?
I would describe myself as a material historian who looks at both cultural and technological aspects of the history of artifacts.
How do you define material history? And how does that differ from – say, social history (if at all)?
Material history is the study of the object, its physical properties, its form and design, its symbolism either inherent or added which leads to a widening view involving its provenance, documentation of similar objects in printed sources and the context of the times in which it was created. It can reflect technological advance at the same time as a cultural pathway. I have an article, for example, coming out in the spring edition of Material Culture Review in which I examined Loyalist sword belt plates in our collection and compared these to the Adam brothers design revolution in England. My research suggests that the influence of the Adams’ Neo-classicism style produced a reaction in Loyalist New York which reflected a desire to maintain the Anglo-American cross Atlantic connection. There’s no way you can reduce this type of research to just social history. Material culture touches several bases all at once.
So perhaps the difference is that with material history you START with the objects – and contextualise from there? Is this an accurate observation?
Yes
Thanks… Now moving on to my next question..(and returning to the exhibition itself)... What was your research question for this exhibition?
Our exhibition followed four themes – motivation to serve, impact of war, variety of experience and the idea of sacrifice. These were subjects and questions we wished to ask of those represented, based upon their objects in the exhibition, survivors recollections, and print media. Our interpretation took the form of the personal story, rather than a strict chronological view of the war. This was implied. In the four sections we subsequently devised – Joining, Overseas, the Home Front and Life After War – we grouped First World War experiences and Second World War experiences together, in close contact, with only tangential mention of pre- WWI; the 1920s or Depression between the wars; the post war world beyond the immediate return of the service men and women in 1945-46; and wartime housing etc.
So the interpretation was focused upon the positionality of the individual NBer? Both Wars through their eyes and their memories?
How were the artifacts selected?
Yes, through the individual story. Selections were made based upon research in our collections, but also upon satisfying the themes which meant creating an exhibition in which a wide variety of service was represented, as well as experience, such as on the home front. Army, navy, air force, merchant marine, war industry, rationing, entertainment, air raid wardens, and life in a new war time house are all represented.
Did the collections speak to you first – and then the themes established? Or was it the other way around (you sought out artifacts to fit predetermined themes?)
We had a good idea of our artifact base at the beginning and knew the objects that could form the core of an exhibition and from there developed the basic themes. No use going the other way around and then be disappointed. Beyond that, however, we did seek loans from individuals and institutions which would increase our level of wide representation of the thematic package.
Nice… I look forward to seeing the exhibition... I must admit, I missed it when it was circulating within the province. A national venue certainly brings a highlight of interest.
One thing that comes to mind, when reading your words, is that while the perspective of the individual is always important, it also somewhat limited (ie, as Margaret Conrad has noted, the perspective of the poor soul occupying a trench in Vimy was very different from the perspective of a General at central command). How have you grappled with the multiple perspectives of War? Are there multiple narratives present?
True. This was not a history of the wars and couldn’t be in the space provided. One person’s experience could not be relied upon to tell the whole story of a platoon or section of the production line but it does give first hand evidence of that experience. As in our case on the 26th New Brunswick Battalion in the First World War. We knew we had several objects related to the Officer Commanding, Lieut. Col. J.L. McAvity which were private purchase articles – trench periscope, field service note book – the type of object an officer would carry in the trenches. Each appeared to be little used, perhaps more a vanity purchase next to the worn trench clubs and chipped helmets of active service by junior officers in the rank and file. McAvity’s belongings hinted at class structure and the pre-war militia that had no idea of what they were about to enter – a cataclysm of fire.
So the multiple narratives are there – which is often the case with museum exhibitions – less in actual words; more in actual objects and images...
Might we be so bold as to consider this exhibition a "peoples’ history" of war? New Brunswick’s peoples’ history of war?
Yes it is a people’s history.
Which brings me round to the next question...
Do you see the regions (of Canada) as having a role to play in shaping the national memory of the two world wars?
The regions have a role to play for they are a mirror to other parts of the country in terms of the human response to war. They complete the national picture from a regional perspective, a building block to that end. Museum collections by their nature tend to be regional – even our national museums simply by virtue of their location – for the most part Ottawa. If, for example, you were to visit the furniture collection of the Canadian Museum of Civilization you would find the majority of examples come from Ontario and Quebec. It is impossible to be rooted in one spot and not be more heavily influenced nearer that spot than farther from it. That’s why our view and that of other regional museums should be heard. One day in 1994, Jim Morell Sr. of Fredericton brought up three insignia of the 1 SS Panzer Division Liebstandarte Adolf Hitler which he had gathered on the battlefield at Carpiquet near Caen after a courageous defence of that position by the North Shore Regiment on July 5, 1944, an engagement that didn’t make the official history despite the fact that this division was considered the best in the German Army and this was its first experience of battle against Canadians. Here was material proof of that engagement. It is available in other sources, but not the official history and these pieces reinforced that occasion.
Thank you for these words Gary… this demonstrates so clearly the profound personal connection that can come from object collections (provided that their provenance has not been lost). I’m certain that day in 1994 is well etched into your memory. Do I sense a feeling of personal duty (on your part) to have these solders’ stories told? Perhaps the memory of war means so much more (to museum visitors) in that people like Jim Morell Sr. wanted to make certain that his memories would be preserved in The New Brunswick Museum. Do you have more to add here?
And I agree with you fully – that the regions have a essential role to play in contributing towards a multiplicity of national narratives. Let’s hope there’s more opportunities for partnerships such as this one.
In closing, what message(s) are you hoping that visitors will walk away with after viewing New Brunswickers in Wartime, 1914-1946 ?
It’s important to have their stories told on one plane, but the combination of media, through a museum exhibition with objects and other forms of evidence – such as film and diary excerpts - does it with maximum impact and so will remain in the memory the longest, or at least stands that chance.
I hope visitors will applaud the heroism of these veterans and others on the home front for their courage in facing danger, or in waiting on the word of loved ones. And while this can translate to the national stage, there are particularities of region involved – in the case of New Brunswick the danger of U-Boat attack, or spies dropped on beaches, and escape attempts from the Ripples prison to the sea. We are a maritime community and our geography must translate to others in the central and western regions of the country. And, since I don’t think any other Atlantic regional museum will be mounting a show on the same themes as ours in the near future, we, as best we can, will be that voice for awhile.
Thank you Gary!
New Brunswickers in Wartime, 1914-1946 continues at the Canadian War Museum until April 6, 2012. Be certain to check it out while in Ottawa!
Tuesday, October 18, 2011
The Museum of Me App
Intel® The Museum of Me
museumofme.intel.com
The Museum of Me is an application that displays information from your Facebook account as viewable "exhibits" in a virtual museum of your very own...
museumofme.intel.com
The Museum of Me is an application that displays information from your Facebook account as viewable "exhibits" in a virtual museum of your very own...
Monday, October 17, 2011
Education for the 21st Century – Making Thinking Visible

October 13, 2011 - Moncton
Cynthia Wallace-Casey
Making Thinking Visible in Museums
Saturday, September 24, 2011
10 (+1) Reasons Why Heritage Fairs are Good for You!
by Cynthia Wallace-Casey
PhD Student, University of New Brunswick
Now that all have returned to school, those of us in New Brunswick’s heritage community are looking forward and planning with eager anticipation for Heritage Fairs! So with this blog entry… in honour of project-based learning and disciplinary inquiry, I am taking on my motherly persona today to dish out some words of advice as to why Heritage Fairs are good for you. :)
Feel free to add your own comments and build upon my list:
1. You do not have to listen to your teacher talk…
• (facilitates independent study and helps to establish a classroom culture of thinking)
2. Let’s you ask Big Questions – like why is this topic significant? And whose voice is left out of this narrative?
• (promotes critical historical literacy)
3. Hones your research skills…
• (recognizes history as a discipline with its own unique modes of inquiry)
4. Let’s you make your thinking visible…
• (requires students to document their thinking visually)
5. Let’s you be creative…
• (supports differentiated learning and provides students with their own entry points into the past)
6. Gives you a soapbox for discussion…
• (strengthens language skills and allows students to express themselves verbally in a meaningful way)
7. Let’s you get to know people who work in your archives and museums...
• (requires students to examine the residua of the past first-hand by seeking out primary sources)
8. Makes you realize that you cannot believe everything that you read or see in communication media…
• (promotes critical thinking)
9. Let’s you make friends with old people in your community…
• (promotes transmission of knowledge and experience between generations)
10. You will come to see that history is complex and there are no easy answers…
• (recognizes complexity and diversity within the past)
And (one more)...
11. Makes you smarter!...
• (National History Day researchers in the United States have found that student participants perform better on standardized tests, are better writers, and are more confident and capable researchers.)
PhD Student, University of New Brunswick
Now that all have returned to school, those of us in New Brunswick’s heritage community are looking forward and planning with eager anticipation for Heritage Fairs! So with this blog entry… in honour of project-based learning and disciplinary inquiry, I am taking on my motherly persona today to dish out some words of advice as to why Heritage Fairs are good for you. :)
Feel free to add your own comments and build upon my list:
1. You do not have to listen to your teacher talk…
• (facilitates independent study and helps to establish a classroom culture of thinking)
2. Let’s you ask Big Questions – like why is this topic significant? And whose voice is left out of this narrative?
• (promotes critical historical literacy)
3. Hones your research skills…
• (recognizes history as a discipline with its own unique modes of inquiry)
4. Let’s you make your thinking visible…
• (requires students to document their thinking visually)
5. Let’s you be creative…
• (supports differentiated learning and provides students with their own entry points into the past)
6. Gives you a soapbox for discussion…
• (strengthens language skills and allows students to express themselves verbally in a meaningful way)
7. Let’s you get to know people who work in your archives and museums...
• (requires students to examine the residua of the past first-hand by seeking out primary sources)
8. Makes you realize that you cannot believe everything that you read or see in communication media…
• (promotes critical thinking)
9. Let’s you make friends with old people in your community…
• (promotes transmission of knowledge and experience between generations)
10. You will come to see that history is complex and there are no easy answers…
• (recognizes complexity and diversity within the past)
And (one more)...
11. Makes you smarter!...
• (National History Day researchers in the United States have found that student participants perform better on standardized tests, are better writers, and are more confident and capable researchers.)
Tuesday, April 26, 2011
Who is Crafting our National Identity?
by Cynthia Wallace-Casey
PhD Student, University of New Brunswick
Public institutions in Canada, particularly those with a national focus, are mandated to present a national perspective on the past. Such a mandate raises the essential questions of “Who defines nation-ness” and “What represents a nation’s true identity”.
In Les Lieux de Mémore (1989) , Pierre Nora establishes a distinction between real memory and historical memory: Memory is life, while history is the reconstruction of what is no longer; memory is a perpetual bond with the present, while history is a representation of the past; memory is selective in its information, while history calls for analysis and criticism; memory is sentimental, while history is prosaic; memory is bound to a specific group of people, while history belongs to no group in particular and is thus universal; memory takes root in concrete objects, while history is temporal; memory is absolute, while history is relative. As historians, we are taught to be suspicious of memory, for as Nora explains, the “true mission [of history] is to suppress and destroy [memory]” . With the acceleration of history, Nora argues, there has occurred in France a slippage of collective memory (authentic environments of memory). In turn, collective memory has been replaced by “lieux de mémoire” (sites of memory), which serve the people as their official keepers of memory. Thus, these sites of memory constitute France’s national memory, and can be monuments, emblems, commemorations, symbols, rituals, textbooks, documents, or mottos: the material culture of France. Ironically, having destroyed memory, history “calls out for memory because it has abandoned it”, and in its place, nations “deliberately create archives, maintain anniversaries, organize celebrations, pronounce eulogies, and notarize bills because such activities no longer occur naturally”. Such national sites of memory are problematic, in that we must question who is creating the memory site and for what purpose.
Every public institution in Canada has a Collections Management Policy and curators, as well as archivists, must be selective in what they actually collect – so in an indirect way, they are crafting our national memory, or, as Benedict Anderson would indicate, creating our imagined community. Nationality, significations, nation-ness, as well as nationalism, are cultural artifacts of a particular kind that are fabricated and imagined. Nationalism is not real: “it is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communion.” Such imagined communities are perpetuated through the creation of a national consciousness - expressed through such national icons as emblems, maps, monuments, census, official languages, the arts, school instruction, and museums. As Anderson poignantly explains, “no more arresting emblems of the modern culture of nationalism exist than cenotaphs and tombs of Unknown Soldiers” . Rather than recognizing such monuments as sincere expressions of remembrance, Anderson sees them as tools to bind together our national imagination and somehow justify loss of life for a greater cause of national destiny.
Within such a gamut of national memories and imagined identities, our pursuit of “truth” in history seems ever more evasive. But, if our “national treasures” are the keystones to our national identity (no matter how fabricated this identity may be), they spark our imagination and thus selectively hold us together as a nation. This indeed is a great feat, and so the role of public historians in working with academic historians in crafting our national identity must be valued as a profession of utmost significance.
PhD Student, University of New Brunswick
Nationalism is modern but it invents for itself history and traditions. (Eric Hobsbawm, The Invention of Tradition, 1983)
Public institutions in Canada, particularly those with a national focus, are mandated to present a national perspective on the past. Such a mandate raises the essential questions of “Who defines nation-ness” and “What represents a nation’s true identity”.
In Les Lieux de Mémore (1989) , Pierre Nora establishes a distinction between real memory and historical memory: Memory is life, while history is the reconstruction of what is no longer; memory is a perpetual bond with the present, while history is a representation of the past; memory is selective in its information, while history calls for analysis and criticism; memory is sentimental, while history is prosaic; memory is bound to a specific group of people, while history belongs to no group in particular and is thus universal; memory takes root in concrete objects, while history is temporal; memory is absolute, while history is relative. As historians, we are taught to be suspicious of memory, for as Nora explains, the “true mission [of history] is to suppress and destroy [memory]” . With the acceleration of history, Nora argues, there has occurred in France a slippage of collective memory (authentic environments of memory). In turn, collective memory has been replaced by “lieux de mémoire” (sites of memory), which serve the people as their official keepers of memory. Thus, these sites of memory constitute France’s national memory, and can be monuments, emblems, commemorations, symbols, rituals, textbooks, documents, or mottos: the material culture of France. Ironically, having destroyed memory, history “calls out for memory because it has abandoned it”, and in its place, nations “deliberately create archives, maintain anniversaries, organize celebrations, pronounce eulogies, and notarize bills because such activities no longer occur naturally”. Such national sites of memory are problematic, in that we must question who is creating the memory site and for what purpose.
Every public institution in Canada has a Collections Management Policy and curators, as well as archivists, must be selective in what they actually collect – so in an indirect way, they are crafting our national memory, or, as Benedict Anderson would indicate, creating our imagined community. Nationality, significations, nation-ness, as well as nationalism, are cultural artifacts of a particular kind that are fabricated and imagined. Nationalism is not real: “it is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communion.” Such imagined communities are perpetuated through the creation of a national consciousness - expressed through such national icons as emblems, maps, monuments, census, official languages, the arts, school instruction, and museums. As Anderson poignantly explains, “no more arresting emblems of the modern culture of nationalism exist than cenotaphs and tombs of Unknown Soldiers” . Rather than recognizing such monuments as sincere expressions of remembrance, Anderson sees them as tools to bind together our national imagination and somehow justify loss of life for a greater cause of national destiny.
Within such a gamut of national memories and imagined identities, our pursuit of “truth” in history seems ever more evasive. But, if our “national treasures” are the keystones to our national identity (no matter how fabricated this identity may be), they spark our imagination and thus selectively hold us together as a nation. This indeed is a great feat, and so the role of public historians in working with academic historians in crafting our national identity must be valued as a profession of utmost significance.
Labels:
Citizenship,
Collective Memory,
Museums,
public history
Saturday, March 26, 2011
Les Acadiens et leurs passées - Jeanne Mance Cormier et Hélène Savoie - Musée acadien de l'Université de Moncton - le 20 janvier 2011
Labels:
Canadians and their Pasts,
museum education,
Museums
Wednesday, April 7, 2010
Public History and Engaging in the Historian's Craft
by Cynthia Wallace-Casey
PhD Student, University of New Brunswick
“We don't see things as they are; we see them as we are.” (Anaïs Nin, 1903-1977)
In the fourth season of “The Sopranos”, Anthony junior sits at the kitchen counter of the family home, reading to his parents a history book about Christopher Columbus. His father, Tony Soprano, becomes increasingly more agitated as he realizes that his son’s version of history challenges his own well-established concepts about the “great Italian hero”.
“Your teacher told you that?” he asks his son; to which A.J. replies: “It’s not just my teacher, it’s the truth! It’s in my history book.”
In this postmodernist age, historians are ever challenged in their pursuit of “the truth”. For public historians, this challenge becomes even more complicated as we engage a third dimension to our quest: trying to understand our audience and their perceptions. In the end, we find that “the truth” is nothing more than our interpretation of events and it is an ever changing, ever evading, ideal.
The Past versus History
The past is not history. The past is merely a series of random events. History is the study of these random events, and historians try to make sense of the past by adopting standardized methods of historical inquiry that strive to achieve some measure of objectivity. Like truth, objectivity is an ideal that is sought but never fully achieved. Included in this historical inquiry are basic tools that allow the historian to: establish historical significance; examine primary as well as secondary evidence; identify continuity and change; analyze cause and consequence; establish historical perspectives; and ultimately understand moral dimensions of the past. Historians interpret the past, and in so doing they realize that their interpretations are shaped by their own biases and interests – but, in the words of Margaret Conrad, a good historian strives “to examine their own motivations, take pains to understand the context of earlier efforts to write the history of their topic, and concede that exploring the past from a variety of perspectives is the closest they can come to the ideal of objectivity.” This is the historian’s craft, and it is the pursuit of an elusive objective history that (I believe) differentiates the amateur from the professional.
In New Brunswick, written history – in the European sense of the term – was first introduced to the region by early explorers. The ancestral people of this region - Mik'maq, Wolastoqiyik and Passamaquoddy - all communicated through picture-writing known as gomgwejui'gaqan (Mik'maq), wikhegan (Wolastoqiyik), and wikhikon (Passamaquoddy), although this form of written history has not been fully appreciated as a documentary source. North America’s first European historian, Marc Lescarbot, visited Saint Croix Island, as well as the river St. John, in 1607 and upon his return to France, published a three-volume Histoire de la Nouvelle-France in Paris in 1609. Four years later, Samuel de Champlain also published his journals in France, and in 1672, Nicolas Denys published a two-volume Description géographique et historique des costes de l'Amérique septentrionale avec l'histoire naturelle du paèis, which was written while he resided in Nepisiguit (present-day Bathurst). These first histories were in keeping with the genre of the time, and were (for the most part) narrative travel accounts written for the purpose of promoting the “new world” in Europe. Today, these documents (although recognized as extremely biased and ethnocentric in their perspective) are valued by historians - not as histories, but as primary resources - for their insights into the authors’ activities and encounters with First Nations culture. With the distance of time, we’re able to recognize that such history books are not guardians of the truth, but merely representations of a unique perspective on the past, presented with the ethical intent of stating the truth as seen through the authors' eyes.
Professional versus Amateur Historians
Until the end of the nineteenth century, historians in Canada were (for the most part) educated amateurs “who came to the field out of enthusiasm rather than any formal training”. Increasingly, universities began offering courses in history and the emerging new academic history emphasized archival research, document analysis, and detailed accuracy with the objective of presenting the past “exactly as it was”. The lines of professionalism became very clear, as universities established independent disciplines of history, and researchers were expected to be more accountable for their work. In New Brunswick, the work of historians such as William F. Ganong (1864-1941), John C. Webster (1863-1950) and Pascal Poirier (1852-1933), although noble in their efforts, fell within the realm of educated amateur “hobbyists”, since they did not have academic training in their field, and history was secondary to their “true” professions.
Outside the academic field, however, professional public historians were finding their niche. Perhaps Placide Gaudet (1850-1930) could be considered New Brunswick’s first public historian, when in 1898 he secured a full-time contract with the Public Archives of Canada and eventually gained a staff position there as genealogist. Likewise, Dr. Alfred G. Bailey (1905-1997) can be considered New Brunswick’s first professional academic historian. Trained at the University of Toronto, Dr. Bailey began his career in public history as a curator at the New Brunswick Museum in 1935, and then became head of the newly established department of History at the University of New Brunswick in 1938. These individuals were pioneers in their profession, and marked the rise of a trend within New Brunswick towards the pursuit of the past as more than just a hobby.
With time, many more academically trained historians found work in public history, within such institutions as the New Brunswick Museum (1842), Parks Canada (1950), Historical and Cultural Resources (1960 - present-day Heritage Branch), Musée acadien de l’Université de Moncton (1963), Centre d’études acadiennes (1968), Provincial Archives of New Brunswick (1968), Kings Landing Historical Settlement (1974), Village Historique Acadien (1977), and Metepenagiag Heritage Park (2007). Countless others have also found opportunities to volunteer their academic training to the hundreds of small museums and heritage preservation projects operating within all corners of the province.
By the late 1980’s, public history institutions were being called upon to be more accountable to their public funding sources. Pushed to operate more like a “business”, these institutions turned a great deal of their attention to public programming as a means of generating visitor revenue. In turn, the visiting public became much more discerning in their expectations, and so public historians faced new challenges in meeting the needs of their audiences.
The Role of a Public Historian
“Your teacher told you that?” he asks his son; to which A.J. replies: “It’s not just my teacher, it’s the truth! It’s in my history book.”
In this postmodernist age, historians are ever challenged in their pursuit of “the truth”. For public historians, this challenge becomes even more complicated as we engage a third dimension to our quest: trying to understand our audience and their perceptions. In the end, we find that “the truth” is nothing more than our interpretation of events and it is an ever changing, ever evading, ideal.
The Past versus History
The past is not history. The past is merely a series of random events. History is the study of these random events, and historians try to make sense of the past by adopting standardized methods of historical inquiry that strive to achieve some measure of objectivity. Like truth, objectivity is an ideal that is sought but never fully achieved. Included in this historical inquiry are basic tools that allow the historian to: establish historical significance; examine primary as well as secondary evidence; identify continuity and change; analyze cause and consequence; establish historical perspectives; and ultimately understand moral dimensions of the past. Historians interpret the past, and in so doing they realize that their interpretations are shaped by their own biases and interests – but, in the words of Margaret Conrad, a good historian strives “to examine their own motivations, take pains to understand the context of earlier efforts to write the history of their topic, and concede that exploring the past from a variety of perspectives is the closest they can come to the ideal of objectivity.” This is the historian’s craft, and it is the pursuit of an elusive objective history that (I believe) differentiates the amateur from the professional.
In New Brunswick, written history – in the European sense of the term – was first introduced to the region by early explorers. The ancestral people of this region - Mik'maq, Wolastoqiyik and Passamaquoddy - all communicated through picture-writing known as gomgwejui'gaqan (Mik'maq), wikhegan (Wolastoqiyik), and wikhikon (Passamaquoddy), although this form of written history has not been fully appreciated as a documentary source. North America’s first European historian, Marc Lescarbot, visited Saint Croix Island, as well as the river St. John, in 1607 and upon his return to France, published a three-volume Histoire de la Nouvelle-France in Paris in 1609. Four years later, Samuel de Champlain also published his journals in France, and in 1672, Nicolas Denys published a two-volume Description géographique et historique des costes de l'Amérique septentrionale avec l'histoire naturelle du paèis, which was written while he resided in Nepisiguit (present-day Bathurst). These first histories were in keeping with the genre of the time, and were (for the most part) narrative travel accounts written for the purpose of promoting the “new world” in Europe. Today, these documents (although recognized as extremely biased and ethnocentric in their perspective) are valued by historians - not as histories, but as primary resources - for their insights into the authors’ activities and encounters with First Nations culture. With the distance of time, we’re able to recognize that such history books are not guardians of the truth, but merely representations of a unique perspective on the past, presented with the ethical intent of stating the truth as seen through the authors' eyes.
Professional versus Amateur Historians
Until the end of the nineteenth century, historians in Canada were (for the most part) educated amateurs “who came to the field out of enthusiasm rather than any formal training”. Increasingly, universities began offering courses in history and the emerging new academic history emphasized archival research, document analysis, and detailed accuracy with the objective of presenting the past “exactly as it was”. The lines of professionalism became very clear, as universities established independent disciplines of history, and researchers were expected to be more accountable for their work. In New Brunswick, the work of historians such as William F. Ganong (1864-1941), John C. Webster (1863-1950) and Pascal Poirier (1852-1933), although noble in their efforts, fell within the realm of educated amateur “hobbyists”, since they did not have academic training in their field, and history was secondary to their “true” professions.
Outside the academic field, however, professional public historians were finding their niche. Perhaps Placide Gaudet (1850-1930) could be considered New Brunswick’s first public historian, when in 1898 he secured a full-time contract with the Public Archives of Canada and eventually gained a staff position there as genealogist. Likewise, Dr. Alfred G. Bailey (1905-1997) can be considered New Brunswick’s first professional academic historian. Trained at the University of Toronto, Dr. Bailey began his career in public history as a curator at the New Brunswick Museum in 1935, and then became head of the newly established department of History at the University of New Brunswick in 1938. These individuals were pioneers in their profession, and marked the rise of a trend within New Brunswick towards the pursuit of the past as more than just a hobby.
With time, many more academically trained historians found work in public history, within such institutions as the New Brunswick Museum (1842), Parks Canada (1950), Historical and Cultural Resources (1960 - present-day Heritage Branch), Musée acadien de l’Université de Moncton (1963), Centre d’études acadiennes (1968), Provincial Archives of New Brunswick (1968), Kings Landing Historical Settlement (1974), Village Historique Acadien (1977), and Metepenagiag Heritage Park (2007). Countless others have also found opportunities to volunteer their academic training to the hundreds of small museums and heritage preservation projects operating within all corners of the province.
By the late 1980’s, public history institutions were being called upon to be more accountable to their public funding sources. Pushed to operate more like a “business”, these institutions turned a great deal of their attention to public programming as a means of generating visitor revenue. In turn, the visiting public became much more discerning in their expectations, and so public historians faced new challenges in meeting the needs of their audiences.
The Role of a Public Historian
In essence, Margaret Conrad defines the difference between public and academic historians as resting in the manner of delivery and audience:
Academic historians research, write, and teach in university settings, often – but not exclusively – for each other; public historians also research, write, and teach, but they perform these tasks outside of a university milieu, often use methods other than written texts for presenting their work, and usually address a more diversified audience.
The key term in this statement is “diversified audience”. This (I believe) sets public historians apart from other professional historians. For although public historians work within the same standards of historical inquiry, there is a third dimension to their discipline – that of the recipient of the information and their perceptions about the past. It is not enough to simply present history; the public historian must know their receiving audience, know how they absorb information, and know how to deliver the information in a manner that is specific to their intellectual needs. When public history is practiced well, it is not enough to simply present an interpretation of the past; one must be able to guide the recipient through a process of valid historical inquiry – to engage them in the historian’s craft; enable them to reach their own conclusions; and (ultimately) guide them to their own understanding of what they hold as “true”.
Academic historians research, write, and teach in university settings, often – but not exclusively – for each other; public historians also research, write, and teach, but they perform these tasks outside of a university milieu, often use methods other than written texts for presenting their work, and usually address a more diversified audience.
The key term in this statement is “diversified audience”. This (I believe) sets public historians apart from other professional historians. For although public historians work within the same standards of historical inquiry, there is a third dimension to their discipline – that of the recipient of the information and their perceptions about the past. It is not enough to simply present history; the public historian must know their receiving audience, know how they absorb information, and know how to deliver the information in a manner that is specific to their intellectual needs. When public history is practiced well, it is not enough to simply present an interpretation of the past; one must be able to guide the recipient through a process of valid historical inquiry – to engage them in the historian’s craft; enable them to reach their own conclusions; and (ultimately) guide them to their own understanding of what they hold as “true”.
Such an ideal is extremely difficult to achieve – and within the realm of public history, sets the professional apart from the amateur.
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