Scholarly work on the relationship between heritage and memory has largely neglected living memory (that is ‘everyday’ memories of lived experience). There is a common assumption that heritage fosters or maintains broader ‘collective’ memories (often referred to as social, public or cultural memories) in a linear sense, after living memory has lapsed. However, given the range of complex conceptualisations of ‘memory’ itself, there are inevitably multiple ways in which memory and heritage interact. This thesis argues that where heritage displays represent the recent past, the picture is more complex; that heritage narratives play a prominent role in the tussle between different layers of memory. Empirically, the research focuses on two prominent mining heritage sites; Big Pit coal mine in south Wales and Geevor tin mine in Cornwall. Industrial heritage sites are one of the few sorts of public historical representation where heritage narratives exist so closely alongside living memories of the social experiences they represent. The study more clearly models the relationship between heritage and memory by analysing three key components in relation to these sites; the process ‘heritagisation’, living memories and broader cultural memory. It is argued that heritagisation is a process in which dominant narratives of the past are socially constructed and reliant upon particular political, cultural and economic circumstances. In these cases, heritage discourses imposed particular senses of value in relation to the mining past, emphasising the more distant past and the inherent ‘historic’ value of the industry. Through oral history, the relationship between autobiographical memories and these dominant heritage narratives is then explored. The study finds that living memory provides a more complex, nuanced account of the past which both challenges and goes beyond fixed heritage representations. As such, the meeting of heritagisation and living memory creates a number of points of contest. However, heritagisation directly influences the construction of dominant cultural memory, suggesting that heritage narratives actively construct new ways of ‘remembering’ the past. In turn, while living memories are not ‘forgotten’, they are gradually bleached out, diluted or even subsumed by dominant cultural memory.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 391-395).

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on August 8, 2007). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Kevin C. Robbins, Melissa Bingmann, Robert G. Barrows. Includes vitae. Includes bibliographical references (leaves 123-127).

No description available.

Digital history has grown into a critical aspect of history scholarship and practice. The literature surrounding digital history is colored by its discussions of the possibilities and problems of digital history, both as an archiving tool and a method of increasing interaction with public history. This literature is also defined by its lack of answers to these questions, and lack of examinations of these possibilities in cases studies. By examining how three different New Orleans historical institutions have embraced digital history for preservation and public history in the wake of Hurricane Katrina, this thesis will illustrate how questions of preservation, access, and the impact of digital history on research are being answered by these institutions. The New Orleans historical institutions evaluated in this paper have used digital history to bolster their preservation in the face of natural disaster, and to foster increased interactivity and importance with the New Orleans community.

Fruit and Flower, The History of Oregon's First Day Care Center, is a history of philanthropy in the field of child care. Using a topical approach rather than a strict chronological method, the text discusses the specific subjects of private philanthropy and public funding as applied to the Fruit and Flower institution. At the same time, it traces the exact growth of that institution through a one hundred year maturing process--from its beginning in 1885 as a girls' club of "friendly visitors" to a modern child care center in 1978. This examination of the evolution of a specific social service institution also incorporates a review of the financial factors which initiated change in a day nursery program, and analyzes how federal funding has impacted the quality of that program.

This is a public history study of statues and monuments, and the stories they commemorate. “Teedyuscung, a Man, a Statue” examines, specifically, Native American statue and monument commemorations. I begin with the Tedyuscung Statue in Philadelphia’s Wissahickon Valley. In examining this statue and story surrounding it, I ask: Who does this statue represent? How does the Tedyuscung Statue affect passerby’s collective memory of Native American cultures and peoples? And how does the Tedyuscung Statue facilitate the creation and construction of an artificial, imagined, and colonized Indigenous space and place in Philadelphia’s Wissahickon Valley? In answering these questions, I examine how and why Teedyuscung, the man, was cast as an actor in the Wissahickon Valley’s history. I transition next into a broad study of Native American commemorative statue and monuments, such as: The Statue of Tamanend, Philadelphia, PA; The Nez Perce 1831 St. Louis Delegation Memorial monument, St. Louis, MO; the Kindred Spirits sculpture, County Cork, Ireland; and the Dignity: Of Earth and Sky sculpture, Chamberlain, SD. Through examining these studies, I answer several questions: How are Native American peoples represented in commemorative statues and monuments today? And further, do all Native American commemorations relay similar forms of Indigenous silence and erasure? This thesis, ultimately, reveals that statues and monuments can reclaim Indigenous space and place, narrating the stories Native Americans seek to tell. And, that statues and monuments can, conversely, create imagined spaces that silence Native Americans stories and histories. / History

This public history project seeks to create a walking tour that connects with children through use of history of childhood as well as engaging children by using methods that inspire interest in historical content. This is project engages the use of a website and digital map to create a virtual and physical walking tour related to the history of childhood in Philadelphia. This paper begins by examining why the history of childhood matters and the ways in which the public historical community has underrepresented children in the historical record. I was inspired to craft this project after researching children in indentured servitude at the American Philosophical Society. After some time exploring the landscape of the history of childhood in Philadelphia I decided to create this project to help fill the gap of underrepresented children in history. I propose a digital walking tour as a solution to discussing the history of childhood with children outside of a museum and classroom setting, and discuss why a digital approach is most efficient. Next, the tour itself is broken down via representative screenshots of the website, and I discuss why each location was chosen, and why some were not. The used locations in this project are: Elfreth’s Alley, the Port of Philadelphia, the Mother Jones historical marker, the Institute for Colored Youth, Smith Playground, the Girl Scout Cookies historical marker, and the previous location of Gimbel’s department store. I conclude by reflecting upon what other approaches might work better, and how this project can be expanded in the future. Website link: https://aminortour.myportfolio.com/a-minor-tour / History

Indiana University-Purdue University Indianapolis (IUPUI) / The nexus of presenting an authentic environment and engaging audiences has been at the core of debate around living history museums since their inception in the 1960s. Conner Prairie's transition from a folklife model to a learning theory and research-based organization is traced in this thesis.

Denna studie syftar till att undersöka vad som sker i mötet mellan skolans och kulturinstitutionens verksamheter och uppdrag samt hur ett långsiktigt samarbete kan utvecklas. För att besvara och belysa detta valde jag att undersöka samarbetet mellan Uppåkraskolan och Uppåkras arkeologisk center (UAC) som i skrivande stund är i en inledande fas av ett samarbete. För att belysa hur ett välutbyggt samarbete mellan kulturinstitution och skola kan fungera valde jag även att titta på verksamheten som bedrivs på Fredriksdal museer och trädgårdar. Skolan ska verka för externa kontakter för att eleverna ska få insyn i närsamhället och kultur-, arbets- och föreningslivet. Men kontakten handlar inte bara om det fysiska mötet. Det inkluderar även influenser, lagar och olika slags bagage som inte kan förbises och som kan skapa problem om man inte reflekterar över dem, vilket är anledningen till att examensarbetet görs. I teoridelen beskrivs historiebruk, publik historia och publik arkeologi, dels som begrepp men också som företeelser inom skola och kulturinstitution. Jag valde att genomföra semistruktuerade intervjuer av anställd och chef i de respektive verksamheterna samt en kulturpedagog på Fredriksdal. Intervjuerna analyserades kvalitativt och det insamlade materialet kodades. Kodningen skedde genom nyckelord som möjligheter, begränsningar, historiebruk, kommunen och långvarigt samarbete. Resultatet av arbetet visar att såväl skola som kulturinstitution ser många möjligheter men också begränsningar i ett samarbete. Möjligheterna handlar om nya perspektiv på undervisning såsom ämnesintegrering och lokala arrangemang för samhället. Begränsningar berör tiden det tar att planera och genomföra, om drivna personer i verksamheten slutar samt att Uppåkraskolan är en nystartad skola utan rutiner och utarbetade handlingsplaner. Resultatet visar också att de har liten insyn i varandras verksamheter men att de gärna ser att UAC:s verksamhet genomsyrar skolans verksamhet. Verksamheterna ser kommunen som en aktiv del i mötet. Skolan och kulturinstitutionen har förmedling gemensamt i uppdrag och verksamhet.