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Full Description
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. It includes various examples of difficult knowledge, detailed examples of specific interpretation methods, and will give readers an in-depth explanation of the psychoanalytic educational theories behind the methodologies. Audiences can more responsibly and productively engage in learning histories of oppression and trauma when they are in measured and sensitive museum learning environments and public history venues.
To learn more, check out the website here: http://interpretingdifficulthistory.com/
Contents
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
