New Paths to Public Histories challenges readers to consider historical research as a collaborative pursuit enacted across a range of individuals from different backgrounds and institutions. It argues that research communities can benefit from recognizing and strengthening the ways in which they work with others.

New Paths to Public Histories challenges readers to consider historical research as a collaborative pursuit enacted across a range of individuals from different backgrounds and institutions. It argues that research communities can benefit from recognizing and strengthening the ways in which they work with others.

In the 30 years from 1890 to 1920--a period known as the Progressive Era--American women began to demand greater participation in the country's public and economic life than they had ever previously had. They sought, and won, both more freedom and more responsibility. Girls and women (many of them immigrants or the daughters of immigrants) swelled the growing ranks of wage earners and of high school and college students. African-American women, even in the racially divided South, increasingly became teachers or owners of small businesses. Other women, working through clubs and voluntary organizations, pressured government and businesses for reform. Following leaders such as suffragist Carrie Chapman Catt, birth control pioneer Margaret Sanger, black journalist Ida B. Wells, and social worker Jane Addams, women made significant personal and social gains. In 1920, after a 72 year struggle, they won the right to vote. Karen Manners Smith notes that even though the Progressive Era did not bring women full equality, it was nevertheless a time when an unprecedented number of women began to find New Paths to Power and fulfillment.

The eighteenth-century home, in terms of its structure, design, function, and furnishing, was a site of transformation – of spaces, identities, and practices. Home has myriad meanings, and although the eighteenth century in the common imagination is often associated with taking tea on polished mahogany tables, a far wider world of experience remains to be introduced. At Home in the Eighteenth Century brings together factual and fictive texts and spaces to explore aspects of the typical Georgian home that we think we know from Jane Austen novels and extant country houses while also engaging with uncharacteristic and underappreciated aspects of the home. At the core of the volume is the claim that exploring eighteenth-century domesticity from a range of disciplinary vantage points can yield original and interesting questions, as well as reveal new answers. Contributions from the fields of literature, history, archaeology, art history, heritage studies, and material culture brings the home more sharply into focus. In this way At Home in the Eighteenth Century reveals a more nuanced and fluid concept of the eighteenth-century home and becomes a steppingstone to greater understanding of domestic space for undergraduate level and beyond.

In this important volume, Graziella Parati examines the ways in which Italian women writers articulate their identities through autobiography - a public act that is also the creation of a private life. Considering autobiographical writings by five women writers from the seventeenth century to the present, Parati draws important connections between self-writing and the debate over women's roles, both traditional and transgressive. Parati considers the first prose autobiography written by an Italian woman - Camilla Faa Gonzaga's 1622 memoir - as her beginning point, citing it as a central "pre-text". Parati then examines the autobiographies of Enif Robert, Fausta Cialente, Rita Levi Montalcini, and Luisa Passerini. Through her discussion of these women's writings, she demonstrates the complex negotiations over identity contained within them, negotiations that challenge dichotomies between male and female, maternal and paternal, and private and public. Public History, Private Stories is a compelling exploration of the disparate identities created by these women through the act of writing autobiography.

An authoritative overview of the developing field of public history reflecting theory and practice around the globe This unique reference guides readers through this relatively new field of historical inquiry, exploring the varieties and forms of public history, its relationship with popular history, and the ways in which the field has evolved internationally over the past thirty years. Comprised of thirty-four essays written by a group of leading international scholars and public history practitioners, the work not only introduces readers to the latest scholarly academic research, but also to the practice and pedagogy of public history. It pays equal attention to the emergence of public history as a distinct field of historical inquiry in North America, the importance of popular history and ‘history from below’ in Europe and European colonial-settler states, and forms of historical consciousness in non-Western countries and peoples. It also provides a timely guide to the state of the discipline, and offers an innovative and unprecedented engagement with methodological and theoretical problems associated with public history. Generously illustrated throughout, The Companion to Public History’s chapters are written from a variety of perspectives by contributors from all continents and from a wide variety of backgrounds, disciplines, and experiences. It is an excellent source for getting readers to think about history in the public realm, and how present day concerns shape the ways in which we engage with and represent the past. Cutting-edge companion volume for a developing area of study Comprises 36 essays by leading authorities on all aspects of public history around the world Reflects different national/regional interpretations of public history Offers some essays in teachable forms: an interview, a roundtable discussion, a document analysis, a photo essay. Covers a full range of public history practice, including museums, archives, memorial sites as well as historical fiction, theatre, re-enactment societies and digital gaming Discusses the continuing challenges presented by history within our broad, collective memory, including museum controversies, repatriation issues, ‘textbook’ wars, and commissions for Truth and Reconciliation The Companion is intended for senior undergraduate students and graduate students in the rapidly growing field of public history and will appeal to those teaching public history or who wish to introduce a public history dimension to their courses.

The book deals with the concept of urban infrastructure and the strong evolution of globalization, in particular the driving force taken by global cities. Urban infrastructure is a constituent part of the global cities, both have a synergistic evolution. The main reference is to western global cities in the intertwining of financialization, settling and brownfield which is a little different from the urbanization of other global cities of other non- developed countries, or emerging countries. There is therefore a significant link between globalization and urban infrastructure. The occurrence of slowbalization can have consequences on urban areas infrastructures and more generally on the different dichotomy between global city and nation. With the pandemic infectious and the post COVID, there is already a different configuration between the global city and the rest of the national territory. A driving element of the urban infrastructure and the global city has been the financialization and identification of assets within global cities. Urban infrastructure as an asset has grown considerably in the last two decades, in the wake of what has already been highlighted previously for real estate. There are contiguous issues that affect the concept of urban infrastructures and they are the enormous growth of finance and the landings of this in the great cities of the world with investments that first involved Real Estate and then urban infrastructures. There has also been a technological revolution that has merged the ubiquitous technological infrastructure with other more traditional components of the infrastructure, even apparently recent themes, such as smart cities, come from this evolutionary trend and merge with urban infrastructures. The theme of smart cities, if properly interpreted, gives strength to the concept of urban infrastructure.

A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization

The fifth volume of A History of the Book in America addresses the economic, social, and cultural shifts affecting print culture from World War II to the present. During this period factors such as the expansion of government, the growth of higher education, the climate of the Cold War, globalization, and the development of multimedia and digital technologies influenced the patterns of consolidation and diversification established earlier. The thirty-three contributors to the volume explore the evolution of the publishing industry and the business of bookselling. The histories of government publishing, law and policy, the periodical press, literary criticism, and reading--in settings such as schools, libraries, book clubs, self-help programs, and collectors' societies--receive imaginative scrutiny as well. The Enduring Book demonstrates that the corporate consolidations of the last half-century have left space for the independent publisher, that multiplicity continues to define American print culture, and that even in the digital age, the book endures. Contributors: David Abrahamson, Northwestern University James L. Baughman, University of Wisconsin-Madison Kenneth Cmiel (d. 2006) James Danky, University of Wisconsin-Madison Robert DeMaria Jr., Vassar College Donald A. Downs, University of Wisconsin-Madison Robert W. Frase (d. 2003) Paul C. Gutjahr, Indiana University David D. Hall, Harvard Divinity School John B. Hench, American Antiquarian Society Patrick Henry, New York City College of Technology Dan Lacy (d. 2001) Marshall Leaffer, Indiana University Bruce Lewenstein, Cornell University Elizabeth Long, Rice University Beth Luey, Arizona State University Tom McCarthy, Beirut, Lebanon Laura J. Miller, Brandeis University Priscilla Coit Murphy, Chapel Hill, N.C. David Paul Nord, Indiana University Carol Polsgrove, Indiana University David Reinking, Clemson University Jane Rhodes, Macalester College John V. Richardson Jr., University of California, Los Angeles Joan Shelley Rubin, University of Rochester Michael Schudson, University of California, San Diego, and Columbia University Linda Scott, University of Oxford Dan Simon, Seven Stories Press Ilan Stavans, Amherst College Harvey M. Teres, Syracuse University John B. Thompson, University of Cambridge Trysh Travis, University of Florida Jonathan Zimmerman, New York University