HIS 6403	Harvey J. Graff
Spring 2004	HSS 4.04.20; 458-7353
Tues., 7:00-9:45 p.m.	hgraff@utsa.edu
HSS 3.02.52	Office hours, T, Th. 2-3:00 & by appointment

HIS 6483 Comparative History

Exhibiting Adolescence/Adolescents

Exhibiting Adolescence/Adolescents is an experimental course, offered for the first time in Spring 2004 under the Comparative History rubric. Within a comparative and interdisciplinary framework, it explores a variety of interrelated topics including the art and craft of displaying historical subjects and artifacts in different spaces, among the different modes that the presentation and representation of historical topics, themes, and objects can take. Among the keys to the course are the exploration and comparison of a variety of competing ways by which history can be “exhibited”: from both traditional and innovative museum exhibits to today’s new worlds of virtual space and electronic transformation. “Exhibiting” is also defined more broadly to include performance, different forms of verbal and nonverbal expression, and representation in different media and with different interpretations.

Adolescence/adolescents offers an unusually rich field to play in, for example, with respect to fads and fashions, music and dance, stylized dress and behavior, among many aspects of material culture and performance, and differences among adolescents at a given point of time or across time. How adolescents and adolescence are exhibited, as well as how they present themselves also tells a great deal about their often difficult and greatly misunderstood place in society, culture, and history. Exhibiting Adolescence/Adolescents contributes to alternative modes of understanding as well as exploration, criticism, and comparison.

Exhibiting Adolescence/Adolescents is stimulated by Harvey J. Graff’s work over many years on the history of young people, in public history, and especially by his current participation as principal scholarly advisor to the Chicago Historical Society’s multi-year Teen Chicago project. The president of the Chicago Historical Society plans to teach a class session in February.

Curators and other staff at the Witte Museum are collaborating on the course. They will assist in leading class sessions and also open their collections of relevant artifacts to class members. We will explore other modes of possible cooperation between the graduate program in history and the Witte.

Major topics of interest include history & its publics; memory & oral history; history museums; history exhibited & history as exhibition; exhibition as history; growing up considered historically; constructing and reconstructing the young; of images and artifacts; exhibiting adolescence/adolescents; representing adolescence/adolescents; and critical evaluation of previous exhibitions dealing with the history of growing up. Our exploration will range across the arts and media: plastic and visual arts, video, cinema, alternative texts including fiction and nonfiction, material culture, and the like. Working collaboratively in groups and with the help of the Witte curators and collections, class members will outline their own conceptions of an exhibition of adolescence/adolescents as their major project.

Objectives

The seminar has a number of purposes:

· introduction to major aspects of public history and its publics with an emphasis on museums and exhibitions

· introduction and practice in the roles and contributions of different forms of expression, representation, and exhibition in history with an emphasis on museums

· learning to analyze and critically evaluate ideas, arguments, and interpretations, and practicing analysis and critical evaluation on different kinds of sources with attention to alternative forms of history and their various publics and audiences

· developing and practicing skills in written, oral, visual, and material historical display including the understanding, evaluation, and construction of museum exhibitions

· engaging in an interdisciplinary conversation about adolescence and adolescents, including but not limited to the historical, comparative, and cultural study of growing up and critical and synthetic approaches to their exhibition

· expanding knowledge of and understanding the value of historical approaches to the young

· comparing and critically evaluating different approaches, conceptualizations, theories, methods, and sources that relate to the understanding and exhibition of adolescence/adolescents in their many contexts

Assignments & Evaluation

1. Reading, attendance, participation, questions for discussion 25%

2. Brief critical and/or synthetic papers. Based on required reading and discussion. Focus carefully and specifically 30%

Choose 3 of these 4 brief paper assignments

a. Essay 1 2-3 pages on history & its publics Due: Week 3

b. Essay 2 2-3 pages on exhibiting history Due: Week 5

c. Essay 3 2-3 page essay on history of growing up: a) constructing the young; b) major themes and issues in historical study of growing up Due: Week 8

d. Essay 4 2- 3 page critical review of one exhibit Due: Week 10

3. Conceptual statements and exhibition walkthroughs 45%

a) Oral review of CHS program; review of conceptual and working documents

b) Final paper: working groups prepare and present Exhibition Concept and preliminary storyline and walkthrough

Statement/Exhibition walk-through Due: Week 15

Assigned reading. A seminar is pointless, and painful, unless the participants have read the assigned material with care. I expect you to read all the material assigned for each week's discussion. Some of the books are out-of-print (not because they have lost their importance or value but because publishers now take books out of circulation very quickly). However, copies should be on Reserve in the library. So plan ahead. I encourage you to think about useful questions for discussion, or issues that occur to you after the seminar is over.

Seminar Questions

Each member of the class should write up in advance of class at least 1 or 2 good questions for discussion. They should be based on the required reading for each session but may also relate that meeting to those that preceded it or draw on non-required reading from the course bibliography. The most important task of this assignment is to present questions and perspectives on the major topics and issues of that week, and on the reading specifically, that will generate good discussion. Think about how you can stimulate discussion. Questions should be made available to all seminar members prior to class, no later than Noon. on Tuesdays, via email or at the instructor’s office. We will select questions for discussion.

Suggestions: choose particularly important passages in the works for analysis, photocopy them, and raise questions about explicating them. (If possible, distribute them in advance, along with questions.) Choose key ideas and terms for elucidation, or focus on the questions the work asks, its answers, and its relation to larger issues or themes. Remember that the goal is not especially to find out what is wrong with the work, although that is important, but to understand its significance and contribution to larger issues and questions. Think of ways to identify themes and issues that include specific readings but may also look back to earlier weeks or look ahead to future weeks’ topics. Depending on class size, your questions might include breaking into small groups with specific tasks for part of the time.

3 (of 4) 2-3 page papers

These mini-essays are intended as a kind of think piece or intellectual exercise in learning about the critical evaluation and uses of readings, and in learning from critical, historical perspectives more broadly. Each mini-essay is an intellectual exercise in learning about history/publics/exhibiting/adolescence-adolescents in a wider framework, including contemporary {or possible future) dimensions, by a careful use of historical approaches; historical evidence; research findings or complications; conclusions or interpretations; historical and other comparisons, historical perspectives or modes of understanding; and historical criticism. Each should also be seen as preparing you for the next task in the course assignments, culminating in preparing a conceptual statement and outline walkthrough for your own exhibit.

Papers may emphasize criticism or synthesis. They may also: raise questions; relate readings and topics to each other; relate different week’s topics and readings to each other; probe specific issues; compare authors; present a critical synthesis on key points.

Each paper should be based primarily on required readings and relevant class discussions. The extensive bibliography that accompanies the syllabus may also be useful. Successful approaches to each assignment will define their specific tasks, including historical times, places, and persons, and their relationships as precisely as possible and set limits to the scope of the paper. Use footnotes or endnotes and other scholarly apparatus when appropriate or needed.

Before drafting your fourth paper (d.), have a look at exhibit reviews in such journals as Journal of American History, Radical History Review, Public Historian, among others. Also consider what you are likely to be missing in viewing an exhibit in print or via the Internet.

Conceptual statements and exhibition walkthroughs

a) Oral review of CHS program; review of conceptual and working documents (provided to the class). Strengths? Problems? Coverage? Balance? Inclusiveness? Interpretation? Clarity?

Examine exhibit reviews in such journals as Journal of American History, Radical History Review, Public Historian, among others.

b) Final paper: working groups will prepare and present Exhibition Concept & preliminary storyline and walkthrough

Statements/Exhibition walkthroughs to be presented orally to the class and in writing. Further information and examples in class.

Written form due: Week 15

Turning in assignments

All work that is turned in for evaluation or grading should be typed, usually double-spaced, with margins of 1-1 ½ inches on all sides; printed in 12 point font, in a legible type face. Be sure that your printer ribbon or toner allows you to produce clear copies. Follow page or word limits and meet deadlines. Use footnotes and endnotes as necessary and use them appropriately according to the style guide of your basic field. Your writing should be gender neutral as well as clear and to the point. If you have a problem, see me, if at all possible, in advance of due dates. Unacceptable work will be returned, ungraded, to you. There will be penalties for work submitted late without excuse.

Civility

Mutual respect and cooperation, during the time we spend together each week and the time you work on group assignments, are the basis for successful conduct of this course. The class is a learning community that depends on respect, cooperation, and communication among all of us. This includes coming to class on time, prepared for each day’s work: reading and assignments complete, focusing on primary classroom activity, and participating. It also includes polite and respectful expression of agreement or disagreement—with support for your point of view and arguments--with other students and with the professor. It does not include arriving late or leaving early, or behavior or talking that distracts other students. Please turn off all telephones, beepers, electronic devices, etc.

Academic Honesty

Scholastic honesty is expected and required. It is a major part of university life, and contributes to the value of your university degree. All work submitted for this class must be your own. Copying or representing the work of anyone else (in print or from another student) is plagiarism and cheating. This is unacceptable in this class and also prohibited by the University. Information on scholastic dishonesty, including plagiarism, is provided in the Student Code of Conduct, Section 203 “Scholastic Dishonesty.” When in doubt, consult the instructor.

Disabilities Services

To receive support services, students with disabilities must register with the Office of Disability Services (MS 2.03.18; 458-4157-voice; 458-4981-TTY)

Department of History information

The department office is located in HSS 4.04.06 and is open M-F 8-5:00. Ms. Sherrie McDonald, Administrative Assistant, and Dr. Wing Chung Ng, Chair, are available at 458-4033 or at history@utsa.edu and will be happy to tell you more about the department’s programs and answer questions. Ms. Sylvia Mansour (smansour@utsa.edu; 458-4900) is the undergraduate student advisor, and Dr. Anne Hardgrove (kguy@utsa.edu; 458-4371; HSS 4.04.16) is the Graduate Advisor of Record. The department website is at the following URL: http://colfa.utsa.edu/colfa/HIST/home.HTM

Books ordered for bookstores (all paperbound): Note where there is a choice of books

Roy Rosenzweig and David Thelen, The Presence of the Past: Popular Uses of History in American Life. Columbia UP 1998

Susan Porter Benson, Stephen Brier, and Roy Rosenzweig, eds., Presenting the Past: Essays on History and the Public. Temple 1986, selections

Gary B. Nash, Charlotte Crabtree, and Ross E Dunn, History on Trial: Culture Wars and the Teaching of the Past. Knopf 1997

Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995, Foreword & Introduction

Karin Calvert, Children in the House: The Material Culture of Early Childhood, 1600-1900. Northeastern, 1992

Joe Austin and Michael Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America. NYU Press, 1998

John H. Falk and Lynn D. Dierking, Museum Experience. Compass Press 1992

Optional books to purchase--

Mike Wallace, Mickey Mouse History and Other Essays on American Memory Temple 1996

Richard Handler and Eric Gale, The New History in an Old Museum: Creating the Past in Colonial Williamsburg. Duke 1997

Ivan Karp, Christine Mullen Kreamer, and Steven D. Lavine, eds., Museums and Communities: The Politics of Public Culture. Smithsonian 1992

Ivan Karp and Steven D. Lavine, eds., Exhibiting Cultures: The Poetics and Politics of Museum Display. Smithsonian 1991

Mary Lynn Stevens Heininger, et al, A Century of Childhood 1820-1920. Margaret Woodbury Strong Museum, Rochester, 1984 [Exhibition 1984]

Amanda Dargan and Steven Zeitlin, City Play. Rutgers UP 1990 [City Play project, Museum of the City of New York 1988-89]

Kathryn Grover, ed., Teenage New Jersey, 1941-1975. New Jersey Historical Society/Rutgers UP 1997

* Library reserve reading

HIS 6483 Harvey J. Graff

Exhibiting Adolescence/Adolescents

Syllabus**

Note: occasionally we will meet at the Witte Museum, Broadway nr Hildebrand

Jan. 13 Week 1 Introduction

The course

Exhibiting/Adolescence/Adolescents and historical comparisons/comparative history

*Raymond Grew, "The Case for Comparing Histories," American Historical Review, 85 (1980), 763-78

*George Fredrickson, The Comparative Imagination: On the History of Racism, Nationalism, and Social Movements (California, 1997), chs. 1 & 3

*Jurgen Kocka, “Comparison and Beyond,” History and Theory 42 (2003), 39-44

Part I

Jan. 20 Week 2 History & Its Publics

History/public/general

Roy Rosenzweig and David Thelen, The Presence of the Past: Popular Uses of History in American Life. Columbia UP 1998

*Symposium on The Presence: Public Historian, 22, 1 (Winter 2000)

Susan Porter Benson, Stephen Brier, and Roy Rosenzweig, eds., Presenting the Past: Essays on History and the Public. Temple 1986, selections

Essay 1 2-3 pages on history & its publics Due: Week 3

Part II

Jan. 27 Week 3 Exhibiting History

History exhibited

Gary B. Nash, Charlotte Crabtree, and Ross E Dunn, History on Trial: Culture Wars and the Teaching of the Past. Knopf 1997

Optional: Richard Handler and Eric Gale, The New History in an Old Museum: Creating the Past in Colonial Williamsburg. Duke 1997

Mike Wallace, Mickey Mouse History and Other Essays on American Memory Temple 1996

Critical reviews of exhibits: Journal of American History, Radical History Review, American Quarterly, etc.

See also:

*Ivan Karp, Christine Mullen Kreamer, and Steven D. Lavine, eds., Museums and Communities: The Politics of Public Culture. Smithsonian 1992

*Ivan Karp and Steven D. Lavine, eds., Exhibiting Cultures: The Poetics and Politics of Museum Display. Smithsonian 1991

Essay 2 2-3 pages on exhibiting history Due: Week 5

Part III Growing Up Considered Historically

Feb. 3 Week 4 Constructing and Reconstructing the Young**

See also bibliography in Eng 7063 Fall 2003 Growing Up in America

http://colfa.utsa.edu/users/hgraff/ENG7063SyllabusFA03.html

Constructing the Young

Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995, Foreword & Introduction

*Alan Prout and Allison James, “A New Paradigm for the Sociology of Childhood?” in Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, ed. James and Prout (Falmer, 1990), 7-34 (other chapters optional)

*Ludmilla Jordanova, "Children in History: Concepts of Nature and Society," in Children, Parents, and Politics, ed. Geoffrey Scarre (Cambridge UP, 1989), 3-24

Of Images and Artifacts

*Philippe Ariès, Centuries of Childhood: A Social History of Family Life. Vintage, 1962 (1960), Part I, esp. chs. I,II,III,V, conclusion; Part II conclusions; skim Part III, pps. 15-61, 100- 135, 329-336, 398-407, 411-415

*Adrian Wilson, "The Infancy of the History of Childhood: An Appraisal of Philippe Aries," History & Theory, 19 (1980), 132-153

*Richard T. Vann, "The Youth of Centuries of Childhood," History & Theory, 21 (1982), 279- 297

and select from

*Anthony Burton, "Looking forward from Aries: Pictorial and material evidence for the history of childhood and family life," Continuity and Change, 4 (1989), 203-230

*Robert Woods, “Did Montaigne Love His Children? Demography and the Hypothesis of Parental Indifference,” Journal of Interdisciplinary History, 33 (2003) 421-442

*Ilana Krausman Ben-Amos, “Adolescence as a cultural invention: Philippe Aries and the sociology of youth,” History of the Human Sciences 8 (1995), 69-89

*Barbara Hanawalt, “Medievalists and the Study of Childhood,” Speculum 77 (2002), 440-460

*Linda Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge, 1983

Feb. 10 & 17 Weeks 5 & 6 Growing Up in History**

Growing Up Writ Large and Small

Harvey J. Graff, Conflicting Paths: Growing Up in America. Harvard UP, 1995

*Viviana Zelizer, “Kids and Commerce,” Childhood 9 (2002), 375-396

Karin Calvert, Children in the House: The Material Culture of Early Childhood, 1600-1900. Northeastern, 1992

Joe Austin and Michael Nevin Willard, eds., Generations of Youth: Youth Cultures and History in Twentieth-Century America. NYU Press, 1998

Nb: film, fiction, documentation, arts, etc.

Essay 3 2-3 page essay on history of growing up: a)constructing the young; b)major themes and issues in historical study of growing up Due: Week 8

Part IV

Exhibiting Adolescence/Adolescents; Representing Adolescence/Adolescents

Across arts and media: plastic and visual arts; video, cinematic, textual, fiction, nonfiction

Feb. 24 Week 7 History of Growing Up Exhibitions**

Feb. 24 Lonnie Bunch, President, Chicago Historical Society, to meet with class

*Michael Frisch, A Shared Authority: Essays on the Craft and Meaning of Oral and Public History (SUNY 1990), Ch. 11 “Audience Expectations as Resource and Challenge: Ellis Island as a Case Study, “ 215-224

Major examples--Select from:

*/***Mary Lynn Stevens Heininger, et al, A Century of Childhood 1820-1920. Margaret Woodbury Strong Museum, Rochester, 1984 [Exhibition 1984]

*Centuries of Childhood in New York A celebration on the occasion of the 275^th anniversary of Trinity School. New-York Historical Society and Trinity School 1985

*Jane Corkin and Gary Michael Dault, Children in Photography: 150 Years. Firefly Books 1990

[Hongkong Bank of Canada National Touring Exhibit]

*Canada’s Visual History. National Museum of Civilization/National Film Board of Canada, CD-Rom, 1994

*/***Amanda Dargan and Steven Zeitlin, City Play. Rutgers UP 1990 [City Play project, Museum of the City of New York 1988-89]

*/***Kathryn Grover, ed., Teenage New Jersey, 1941-1975. New Jersey Historical Society/Rutgers UP 1997

*William Graebner: Coming of Age in Buffalo: Youth and Authority in the Post War Era. Temple UP 1990 [not a catalogue per se but based on Buffalo and Erie County Historical Society exhibit 1986-87]

****Children’s Museum Boston and Japan Forum, Teenage Tokyo

***Boyle Heights-Project, Japanese American National Museum, Los Angeles, 2002-2003

http://www.usc.edu/dept/LAS/pase/bhproject/index01.htm

Essay 4 2- 3 page critical reviewof one exhibit Due: Week 10

Mar. 2 & 9 Weeks 8 & 9 Teen Chicago: A Case in Point

John H. Falk and Lynn D. Dierking, Museum Experience. Compass Press 1992

*Stephen E. Weil, “From Being about Something to Being for Somebody: The Ongoing Transformation of the American Museum,” Daedalus 128 (Summer 1999), 229-258

--special issue of Daedalus on “America’s Museums”

*Neil and Phillip Kotler, Museum Strategy and Marketing: Designing Missions, Building Audiences, Generating Revenue and Resources (Jossey-Bass 1998), Ch. 4 “ Understanding Museum Audiences,” 99-122

Chicago Historical Society, Teen Chicago initiative, 2001- , miscellaneous materials

Oral review of CHS program; review of conceptual and working documents

Spring Break Mar. 15-19

Part V

Mar. 23-Apr. 27 Week 10-15

From Theory to Practice in Exhibiting Adolescence

Sketches for an Exhibition: collective projects, in cooperation with Witte Museum

Final paper Exhibition Concept Statement/Exhibition walk-through Due: Week 15

Museum/Education*

*John H. Falk and Lynn D. Dierking, Museum Experience. Compass Press 1992

*Falk and Lynn D. Dierking, Learning from Museums: Visitor Experiences and the Making of Meaning. Rowman and Littlefield 2000

*Lisa C. Roberts, From Knowledge to Narrative: Education and the Changing Museum. Smithsonian 1997

*George E. Hein, Learning in the Museum. Routledge 1998

*Jane R. Glaser and Artemis A. Zenetou, eds., Gender Perspectives: Essays on Women in Museums. Smithsonian 1994

“What to”?/“How to” [sic]?*

*Sharon Macdonald and Gordon Fyfe, eds., Theorizing Museums: Representing Identity and Diversity in a Changing World. Blackwell 1996

*Amy Henderson and Adrienne L. Kaeppler, eds., Exhibiting Dilemmas: Issues of Representation at the Smithsonian. Smithsonian 1997

*Richard Sandell, Museums, Society, Inequality. Routledge 2002

*Ivan Karp and Steven D. Lavine, eds., Exhibiting Cultures: The Poetics and Politics of Museum Display. Smithsonian 1991

*Stacy F. Roth, Past into Present: Effective Techniques for First-Person Historical Intepretation. North Carolina 1998

*Kenneth L. Ames, Barbara Franco, and L. Thomas Frye, eds., Ideas and Images: Developing Interpretive History Exhibits. American Association for State and Local History 1992

*Thomas J. Schlereth, Cultural History & Material Culture: Everyday Life, Landscapes, Museums Virginia 1990

*Jane R. Glaser and Artemis A. Zenetou, eds., Gender Perspectives: Essays on Women in Museums. Smithsonian 1994

*Jo Blatti, ed., Past Meets Present: Essays about Historic Interpretation and Public Audiences. Smithsonian 1987

*Library Reserve

_______

**see also Growing Up in America syllabus/guide/bibliography in Eng 7063 Fall 2003 Growing Up in America: http://colfa.utsa.edu/users/hgraff/ENG7063SyllabusFA03.html

***case studies/examples to critique

****Teenage Tokyo: There are no other published materials. I have in our library the exhibit blue book -- the book of resources put together when the exhibit was being created -- but that's it. There's an now-quite out of date list of recommended resources as well.

Susan Steinway, Librarian, Harcourt Teacher Leadership Center The Children's Museum
300 Congress Street Boston, MA 02210, phone: 617-426-6500 ext. 230 fax: 617-451-1547 www.bostonkids.org

History of Growing Up Exhibitions

Chicago Historical Society, Teen Project 2001-2004, in progress

***Mary Lynn Stevens Heininger, et al, A Century of Childhood 1820-1920. Margaret Woodbury Strong Museum, Rochester, 1984 [Exhibition 1984]

Centuries of Childhood in New York A celebration on the occasion of the 275^th anniversary of Trinity School. New-York Historical Society and Trinity School 1985

Jane Corkin and Gary Michael Dault, Children in Photography: 150 Years. Firefly Books 1990

[Hongkong Bank of Canada National Touring Exhibit]

Canada’s Visual History. National Museum of Civilization/National Film Board of Canada, CD-Rom, 1994

***Amanda Dargan and Steven Zeitlin, City Play. Rutgers UP 1990 [City Play project, Museum of the City of New York 1988-89]

***Kathryn Grover, ed., Teenage New Jersey, 1941-1975. New Jersey Historical Society/Rutgers UP 1997

William Graebner: Coming of Age in Buffalo: Youth and Authority in the Post War Era. Temple UP 1990 [not a catalogue per se but based on Buffalo and Erie County Historical Society exhibit 1986-87]

Children’s Museum Boston and Japan Forum, Teenage Tokyo****

***Boyle Heights-Project, Japanese American National Museum, Los Angeles, 2002-2003

http://www.usc.edu/dept/LAS/pase/bhproject/index01.htm

Online Resources

Childhood in Urban America Project Website http://academic.mu.edu/cuap/

Digital History http://www.digitalhistory.uh.edu/do_history/young_people/index.cfm

Gilder Lehrman Institute of American History http://www.gliah.uh.edu/index.cfm

Networks/E-Lists

http://www.h-net.org/~child/

http://www.jiscmail.ac.uk/lists/history-child-family.html

Collections of Images, etc.

Anne Higonnet, Pictures of Innocence: The History and Crisis of Ideal Childhood. Thames & Hudson 1998

James Christen Steward, The New Child: British Art and the Origins of Modern Childhood, 1730-1830.University Art Museum and Pacific Film Archive, University of California, Berkeley/University of Washington Press, 1995 [exhibition, Berkeley, 1995]

Phillip Hoose, We Were There, Too! Young People in U.S. History. Farrar Straus Giroux 2001

Children’s Aid Society, New York City Street Kids. 136 photographs selected by the Children’s Aid Society. Dover 1978

Susan Kismaric, American Children. Photographs from the Collection of the Museum of Modern Art. Museum of Modern Art. Springs Mills Series on the History of Photography 1980

Joanna Smith, Edwardian Children. Hutchinson 1983 [photos and oral histories]

Helen Levitt, In the Street. Chalk Drawings and Messages, New York City, 1938-1948. Duke UP 1987

Stephen Shames, Outside the Dream: Child Poverty in America. Aperture/Children’s Defense Fund 1991 [photos]

"Kids," culturefront, 4, 2 (Summer 1995) [New York Council for the Humanities]

Anuradha Vittachi, Stolen Childhood: In Search of the Rights of the Child. North-South Productions, Channel Four Television, and Polity Press 1989 [photos and texts]

Additional bibliography

Week 2 History & Its Publics

History

“Producing the Past: Making Histories Inside and Outside the Academy,” History and Theory, Theme Issue 36, 4 (1997)

Raphael Samuels, ed., People’s History and Socialist Theory. History Workshop Series. Routledge, 1981

Isabel McBryde, ed., Who Owns the Past? Oxford 1985

David Lowenthal and Marcus Binney, eds., Our Past Before Us: Why Do We Save It? Temple Smith 1981

David Lowenthal, The Past is a Foreign Country Cambridge 1985

Eric Foner, Who Own’s History? Rethinking the Past in a Changing World Hill & Wang 2002

Charles Phillips and Patricia Hogan, A Culture at Risk: Who Cares for America’s Heritage? American Association for State and Local History 1994

Leila Zunderland, ed., Recycling the American Past: Popular Uses of American History. Penn 1978

Mary Hufford, ed., Conserving Culture: A New Discourse on Heritage. Illinois1994

John E. O’Connor, ed., Image as Artifact: The Historical Analysis of Film and Television. American Historical Association Institutional Services Program. Krieger 1990

Memory/Oral History

David Thelen, ed., Memory and American History. Indiana 1990

John Bodnar, Remaking America: Public Memory, Commemorations, and Patriotism in the Twentieth Century. Princeton 1992

John R. Gillis, ed., Commemorations: The Politics of National Identity. Princeton 1994

Avishai Magalit, The Ethics of Memory. Harvard 2002

“Memory and Counter-Memory,” Representations 26 (Spring 1989)

James Fentress and Chris Wickham, Social Memory. Blackwell 1998

Edith Wyschogrod, An Ethics of Remembering: History, Heterology, and the Namesless Others.

Chicago 1998

Jonathan Boyarin, ed., Remapping Memory: The Politics of TimeSpace. Minnesota 1994

Robert Perks and Alistair Thomson, eds., The Oral History Reader Routledge 1998

Paul Thompson, The Voice of the Past: Oral History. Oxford

Michael Frisch, A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. SUNY 1990

Ronald J. Grele, Envelopes of Sound: The Art of Oral History. 2^nd ed. Praeger, 1991

Trevor Lummis, Listening to History: The Authenticity of Oral Evidence. Hutchinson, 1987

Alessandro Portelli, The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History. SUNY 1991

_____, The Battle of Valle Giulia: Oral History and the Art of the Dialogue. Wisconsin 1997

Museums

Barbara Kirshenblatt-Gimblett, Destination Culture: Tourism, Museums, and Heritage California 1998

Tony Bennett, The Birth of the Museum: History, Theory, Politics Routledge 1995

Didier Maleuvre, Museum Memories: History, Technology, Art. Stanford 1999

Susan A. Crane, ed. Museums and Memory. Stanford 2000

Carol Duncan, Civilizing Rituals: Inside Public Art Museums. Routledge 1995

Daniel J. Sherman and Irit Rogoff, eds., Museum Culture: Histories, Discourses, Spectacles. Minnesota 1994

Steven Conn, Museums and American Intellectual Life 1876-1926. Chicago 1998

Alan Wallach, Exhibiting Contradiction: Essays on the Art Museum in the United States. Masschusetts 1998

Richard Sandell, Museums, Society, Inequality. Routledge 2002

Mark W. Rectanus, Culture Incorporated: Museums, Artists, and Corporate Sponsorships. Minnesota 2002

Jo Blatti, ed., Past Meets Present: Essays about Historic Interpretation and Public Audiences. Smithsonian 1987

Sharon Macdonald, The Politics of Display: Museums, Science, Culture. Routledge 1998

Sharon Macdonald and Gordon Fyfe, eds., Theorizing Museums: Representing Identity and Diversity in a Changing World. Blackwell 1996

Amy Henderson and Adrienne L. Kaeppler, eds., Exhibiting Dilemmas: Issues of Representation at the Smithsonian. Smithsonian 1997

Kevin Walsh, The Representation of the Past: Museums and Heritage in the Post-Modern World. Routledge, 1992

Timothy W. Luke, Museum Politics: Power Plays at the Exhibition. Minnesota 2002

Jane R. Glaser and Artemis A. Zenetou, eds., Gender Perspectives: Essays on Women in Museums. Smithsonian 1994

Weeks 3-4 Exhibiting History

Warren Leon and Roy Rosenzweig, eds., History Museums in the United States. Illinois 1989

Jonathan Zimmerman, Whose America? Cultural Wars in the Public Schools Harvard 2002

Edward T. Linenthal and Tom Engelhardt, eds., History Wars: The Enola Gay and Other Battles for the American Past. Metropolitan Books 1996

Edward T. Linenthal, Preserving Memory: The Struggle to Create America’s Holocaust Museum. Penguin 1995

Steven C. Dubin, Displays of Power: Memory and Amnesia in the American Museum. NYU 1999

Amy Henderson and Adrienne L. Kaeppler, eds., Exhibiting Dilemmas: Issues of Representation at the Smithsonian. Smithsonian 1997

Robert Lumley, ed., The Museum Time-Machine. Routledge 1988

Page Putnam Miller, ed., Reclaiming the Past: Landmarks of Women’s History. Indiana 1992

Thomas J. Schlereth, Cultural History & Material Culture: Everyday Life, Landscapes, Museums Virginia 1990

Steven Lubar and W. David Kingery, ed., History from Things: Essays on Material Culture. Smithsonian 1993

Week 6 & 7 Growing Up in History

This is a very brief listing. See also bibliography in Eng 7063 Fall 2003 Growing Up in America

http://colfa.utsa.edu/users/hgraff/ENG7063SyllabusFA03.html

Joseph Kett, Rites of Passage: Adolescence in America. 1790 to the Present. Basic, 1977

John Modell, Into One's Own: From Youth to Adulthood in the United States, 1920-1975. Univ. of California, 1989.

Beth Bailey, From Front Porch to Back Seat: Courtship in Twentieth- Century America. Johns Hopkins, 1988

Reed Ueda, Avenues to Adulthood: The Origins of the High School in an American Suburb. Cambridge UP, 1987

Grace Palladino, Teenagers: An American History. Basic Books, 1996

Eric Schneider, Vampires. Dragons. and Egyptian Kings: Youth Gangs in Postwar New York. Princeton, 1999

Viviana Zelizer, Pricing the Priceless Child: The Changing Social Value of Children. Basic, 1985; reprint Princeton 1994

Gary Cross, Kid's Stuff: Toys and the Changing World of American Childhood. Harvard UP, 1997

*Robin Kelley, "Kickin' Reality, Kickin' Ballistics: 'Gangsta Rap' and Postindustrial Los Angeles," Ch. 8 in Kelley, Race Rebels: Culture. Politics. and the Black Working Class (Free Press, 1994), 183-227, 282-294

Richard Griswold del Castillo, La familla: Chicano Families in the Urban Southwest, 1848 to the Present (Notre Dame, 1984), esp. Ch. 6 “Childrearing”

George Sanchez, Becoming Mexican American. ..Los Angeles. 1900-1945. Oxford, 1995

David K. Yoo, Growing Up Nisei. 1924-1949. Illinois, 2000

Douglas Monroy, Mexican Los Angeles from the Great Migration to the Great Depression. California, 1999

Harvey J. Graff, ed., Growing Up in America: Historical Experiences. Wayne State, 1987

N. Ray Hiner and Joseph M. Hawes, eds., Growing Up in America: Children in Historical Perspective. Illinois, 1985