Browsing Contributi in volume / Contributions in books by Title

Now showing items 1-20 of 220

    • A cent’anni dai ‘Fatti di Renzino’. Dalla celebrazione alle attività di Public History of Education nelle scuole di Foiano della Chiana 

      Bellacci, Francesco <Università di Firenze> (F. Bellacci, "A cent’anni dai ‘Fatti di Renzino’. Dalla celebrazione alle attività di Public History of Education nelle scuole di Foiano della Chiana", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 61-71, 2022)
      The paper shows Public History projects carried on in some school in Foiano della Chiana (Arezzo) in the last years. These projects were focused on the so-called "Fatti di Renzino", i.e. the army revolts organised in 1921 ...

    • Activist Digital Public History 

      Kelland, Lara <University of Missouri – St. Louis, USA> (L. Kelland, "Activist Digital Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 359-368, 2022)
      Digital Public History can provide social movement activists with tools forcultural activism, and collaborations between activists and academics have ad-vanced social justice discourse within the field. Activists, archivists, ...

    • Allestire e comunicare il patrimonio storico-educativo, tra Public History of Education e Cultural Accessibility: il caso del nuovo MUDESC di Macerata 

      Brunelli, Marta; Targhetta, Fabio (M. Brunelli, F. Targhetta, "Allestire e comunicare il patrimonio storico-educativo, tra Public History of Education e Cultural Accessibility: il caso del nuovo MUDESC di Macerata" in A. Ascenzi, G. Bandini, C. Ghizzoni (edited by), Il patrimonio storico-educativo come fonte per la Public History of Education. Tra buone pratiche e nuove prospettive, Macerata, EUM, 2024, pp.660-679, 2024)
      Public history is defined as “the communication of history outside of the academic environment” (AIPH 2018). From this perspective, a university museum can communicate history in various ways, including participatory history ...

    • Analizzare e utilizzare i programmi televisivi nella didattica della storia 

      Roghi, Vanessa; Archivio audiovisivo del movimento operaio e democratico (AAMOD) (V. Roghi, "Analizzare e utilizzare i programmi televisivi nella didattica della storia", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp. 61-76, 2014)

    • Andar per scuole tra le montagne della Basilicata. Un laboratorio nomade tra le scuole rurali e le storie dei maestri nel Pollino 

      D'Alessio, Michela (M. D'Alessio, "Andar per scuole tra le montagne della Basilicata. Un laboratorio nomade tra le scuole rurali e le storie dei maestri nel Pollino" in A. Ascenzi, G. Bandini, C. Ghizzoni (edited by), Il patrimonio storico-educativo come fonte per la Public History of Education. Tra buone pratiche e nuove prospettive, Macerata, EUM, 2024, pp.306-319, 2024)
      The contribution outlines the project of an itinerant workshop promoted by the University of Basilicata with the cultural association «ArtePollino» aimed at schoolchildren and students to come back, through an experiential ...

    • Antecedenti, origini e tratti caratterizzanti della Public History in Italia 

      Tomassini, Luigi <Università di Bologna>; Biscioni, Raffaella <Università di Bologna> (L. Tomassini, Raffaella Biscioni, Antecedenti, origini e tratti caratterizzanti della Public History in Italia, in G. Bandini, S. Oliviero (a cura di), "Public History of Education: riflessioni, testimonianze, esperienze", 2019, pp. 3-23, (2019)
      The essay outlines an excursus on the historical origins and precedents of Public History (PH) practices in Italy, around three main themes: Cultural Heritage; School and University; Territory. National conferences are ...

    • Archivists as Peers in Digital Public History 

      Owens, Trevor <U.S. Library of Congress, Washington>; Johnston, Jesse A. <Library of Congress, Washington, USA> (T. Owens, J.A. Johnston, "Archivists as Peers in Digital Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 149-164, 2022)
      In the last three decades the web has enabled new digital means for his-torians to reach broader publics and audiences. Over that same period of time, ar-chives and archivists have engaged in a parallel digital transformation. ...

    • As Seen through Smartphones: An Evolution of Historic Information Embedment 

      Oppegaard, Brett <University of Hawaii at Manoa> (B. Oppegaard, "As Seen through Smartphones: An Evolution of Historic Information Embedment", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 395-404, 2022)
      People who want to learn about history also want to learn about it in theways and through the media that they prefer. Sometimes it happens by reading abook, with the learner at home in a comfy chair in front of a fire. But ...

    • Bambini in tempo di guerra. Raccontare il passaggio della guerra e la Resistenza attraverso video-interviste di testimonianza: luoghi, memorie, racconti 

      Spiganti, Mario <AISO, Associazione Italiana di Storia Orale, Italy> (M. Spiganti, "Bambini in tempo di guerra. Raccontare il passaggio della guerra e la Resistenza attraverso video-interviste di testimonianza: luoghi, memorie, racconti", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 103-111, 2022)
      The paper aims at dealing mainly with infantry and it is carried on with methodological reflections, oral history research and audio-visive narrations. It sums up some issues about how to use oral and audio-visive sources ...

    • La bellezza come strumento di accesso alla conoscenza storica. La mostra Scuole come capanne. Libri come opere d’arte. Dal Brasile all’Agro romano 

      Bianchini, Paolo <Università di Torino>; Fernandes Bittencourt, Circe Maria <Università di Sao Paulo, Brasile>; Vagliani, Pompeo <Università di Torino> (P. Bianchini, C.M. Fernandes Bittencourt, P. Vagliani, La bellezza come strumento di accesso alla conoscenza storica. La mostra Scuole come capanne. Libri come opere d’arte. Dal Brasile all’Agro romano, in G. Bandini, S. Oliviero (a cura di), "Public History of Education: riflessioni, testimonianze, esperienze", 2019, pp. 223-234, 2019)
      The essay deals with the exhibition “Schools as huts and books as works of art. From Brazil to the Agro Romano” (Scuole come capanne e libri come opere d’arte. Dal Brasile all’Agro Romano), which collected educational ...

    • Bibliografia 

      Archivio audiovisivo del movimento operaio e democratico (AAMOD) (AAMOD, "Bibliografia", in L. Cortini, Le fonti audiovisive per la storia e la didattica, 2014, pp.301-310, 2014)

    • Big Data and Public History 

      Clavert, Frédéric <University of Luxembourg>; Wieneke, Lars <University of Luxembourg> (F. Clavert, L. Wieneke, "Big Data and Public History", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 447-458, 2022)
      In this chapter, we define big data in history in three ways: (1) big data implies the use of an amount of data that the historian’s personal computer cannot deal with; (2) the data historians are using must be either ...

    • Biografie, spazi, contesti: educare alla Storia 

      Mazzoni, Matteo <Tuscan Institute of Resistance studies, Italy> (M. Mazzoni, "Biografie, spazi, contesti: educare alla Storia", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. 45-52, 2022)
      In this years, historical witnesses of the Resistenza movement are dissolving. In this context where historical knowledge is facing with a growing crisis, how can we stimulate young generation's interest twoards the ...

    • BlogRoll e risorse digitali per la Public History 

      Dati, Monica <Università di Firenze> (M. Dati, "BlogRoll e risorse digitali per la Public History", in La Public History tra scuola, università e territorio. Una introduzione operativa, Firenze: University Press, pp. 123-136, 2022)

    • Building Communities, Reconciling Histories: Can We Make a More Honest History? 

      Wingo, Rebecca <University of Cincinnati>; Thomas, William G. <University of Nebraska, USA> (R. S Wingo, W. G. Thomas, "Building Communities, Reconciling Histories: Can We Make a More Honest History?", in Handbook of Digital Public History, Berlin, Boston: De Gruyter Oldenbourg, 2022, pp. 327-336, 2022)
      Using case studies, Rebecca S. Wingo and William G. Thomas III seek todefine how historians define and engage with“community”in digital spaces. Theyidentify three types of digital communities (user groups, hybrid projects, ...

    • Buone pratiche di Public History per la formazione e il territorio 

      Unknown author (Buone pratiche di Public History per la formazione e il territorio, in La Public History tra scuola, università e territorio. Una introduzione operativa, Firenze: University Press, pp. 139-208, 2022)
      In keeping with the ten essays collected in the first part of the volume, this section proposes thirty Best Practices files, selected from the most recent and stimulating ones. These are real models of educational action ...

    • Il caffè narrativo. La Public History dell’educazione altoatesina in azione 

      Augscholl Blasbichler, Annamarie; Zannini, Sarah (A. Augschöll Blasbichler, S. Zannini, "Il caffè narrativo. La Public History dell’educazione altoatesina in azione" in A. Ascenzi, G. Bandini, C. Ghizzoni (edited by), Il patrimonio storico-educativo come fonte per la Public History of Education. Tra buone pratiche e nuove prospettive, Macerata, EUM, 2024, pp.222-234, 2024)
      The Research and Documentation Center for South Tyrol’s Educational History aims to explore the history of education as a significant narrative in understanding individual and collective identity constructs among the three ...

    • Cartoline: la memoria e la sua forma visiva 

      Pieri, Lara <Istitute Valdichiana in Chiusi, Italy> (L. Pieri, "Cartoline: la memoria e la sua forma visiva", in L. Bravi, C. Martinelli, S. Oliviero (edited by), Raccontare la Resistenza a scuola, 2022, pp. v, 2022)
      "Cartoline" is a didactic method practised by the studies center "Yad Vashem". Starting from the observation and the study of an image, pupils and teachers think about it invlving themselves in a dynamic lesson stimulated ...

    • La Casa de la Cultura y el Instituto de Estudios Turolenses (1948-1962) 

      Alcalá Ibáñez, María Lourdes; Castán Esteban, José Luis (M.L. Alcalá Ibáñez, J.L. Castán Esteban, "La Casa de la Cultura y el Instituto de Estudios Turolenses (1948-1962) " in A. Ascenzi, G. Bandini, C. Ghizzoni (edited by), Il patrimonio storico-educativo come fonte per la Public History of Education. Tra buone pratiche e nuove prospettive, Macerata, EUM, 2024, pp.202-220, 2024)
      Thomas Cauvin describes the complexity of Public History of Education. This excellent text book anticipates where the field is headed internationally: cultural heritage, people’s history, media, exposed past, digital public ...

    • Un caso di divulgazione storica attraverso la memoria collettiva: il progetto pluriennale del Museo Martinitt e Stelline con i licei milanesi 

      Cenedella, Cristina (C. Cenedella, "Un caso di divulgazione storica attraverso la memoria collettiva: il progetto pluriennale del Museo Martinitt e Stelline con i licei milanesi" in A. Ascenzi, G. Bandini, C. Ghizzoni (edited by), Il patrimonio storico-educativo come fonte per la Public History of Education. Tra buone pratiche e nuove prospettive, Macerata, EUM, 2024, pp.280-287, 2024)
      A project by the Martinitt and Stelline museum in Milan with the threeyear high school period led to a multi-year historical dissemination work, thanks to the timetable possibilities offered by school-work alternation. The ...