I am delighted to share that I was the keynote at the Tri-University Annual History Conference on March 9, 2019 in Guelph. The theme for this year’s conference was “In Small and Large Things Remembered’: Material Culture and History.” Continue reading Tri-University Annual History Conference Keynote
In 2017, archaeologist Steph Halmhofer issued a call for submission for the first “Celebration of Women and Non-Binary Archaeologists.” The call was a response to the lack of women and non-binary representation in year-end archaeology roundups, as well as problems with representation in the media and public discourse. We have noticed many of the same problems in the field of History.
Inspired by Halmhofer, we invite all women and non-binary folk who consider themselves to be historians to celebrate their personal and professional accomplishments from 2018. To so do, please fill out the Google questionnaire by December 31st. We welcome submissions from all forms of historians and your accomplishment can be anything you want to celebrate in your personal or professional life from 2018. Blog posts, articles, podcasts, interviews, self-care, etc. all count as accomplishments!
Accomplishments will be shared on Unwritten Histories in a special blog post in early January. If you have any questions or concerns, please don’t hesitate to get in touch on Twitter at @andreaeidinger or @kristamccracken, or by emailing us at unwrittenhistories [at] gmail [dot] com.
You folks are awesome, and congratulations!
– Andrea Eidinger and Krista McCracken
* Special thanks to Steph Halmhofer for her support for this project. To find out about her celebration of women and non-binary archaeologists, go here: https://docs.google.com/forms/d/e/1FAIpQLSc9mZqzJEcmbyvK_Ryg5kt_5cQrsyWYksD6lqj93JTp7MW09g/viewform
It’s December! That means it is annual year end reflection time. As in previous years I’m going to use this post remind myself of all the things I did over the past year. A year is a long time and accomplishments tend to be immediately celebrated and then forgotten in the hustle of the day-to-day chaos. I encourage other folks to take the time to reflect on all the small and big things they have been a part of in 2018.
- In August Danielle Robichaud and I published “Doing the work: Editing Wikipedia as an act of reconciliation.” I am still thrilled about having something published via On Archivy and I’m super happy that we able to develop our AAO presentation from April 2017 into a longer form piece. Plus, Danielle is an awesome colleague and working with her was a joy, as always.
- Skylee-Storm Hogan and I have submitted two book chapters – one related to the Residential Schools Land Memory Mapping Project and one about archives as contested space.
- I had an article accepted to the Canadian Historical Review, it will be appearing in the 2019 summer issue of CHR.
- Andrea Eidinger and I wrote an academic article together! Publication details are still forthcoming, but working with Andrea on this was a fantastic experience and it highlighted the value of cross-discipline collaboration.
- I’ve continued to work as part of the Active History editorial collective. In 2018 Andrea Eidinger and I launched the Beyond the Lecture series. This series is focused on exploring best practices in teaching Canadian history and seeks to expand perspectives related to history education. The series is still open to submissions, so hit us up with your ideas!
Talks and Presentations
- In April 2018 I was part of a fantastic National Council on Public History roundtable, titled “Sharing the Power: The Role of Public History in Reconciling Indigenous-Settler Narratives.” It was an honour to be part of this panel that featured Indigenous, settler, Canadian, and US perspectives on public history work.
- I also had the privilege of being part of the “Diversifying Narratives: Intersections of Public and Digital History in the 21st Century” roundtable at the Canadian Historical Association Annual meeting in May 2019. This session brought together Andrea Eidinger, Jessica Knapp, Jessica DeWitt, and I to talk about digital history and public history. I love collaborating with these folks and this roundtable was no exception.
- In 2018 I also provided a number of nuts and bolts style workshops on archival practice, digital publishing, and local history.
- I’ve also continued to do a lot of outreach and presentation work as part of my job – I’ve spoken with over 5,000 students and professional groups about Residential Schools and the history of the Shingwauk site. As part of this work I’ve had the chance to work closely with some great folks including Skylee-Storm Hogan, Mike Cachagee, Madison Bifano, and Elizabeth Edgar-Webkamigad. These folks are constant sources of inspiration and I’m lucky to work with them.
- Jessica Knapp and I ran year two of the Canada-wide Wikipedia edit-a-thon event. I am very happy to see this Wikpedia work continuing.
- I was part of the group that helped organize the National Council on Public History (NCPH) “(Re)Active Public History” Twitter mini-con. I am thrilled with how this event turned out and especially pleased with the number of great presentations that were part of the event. If you missed it, you can check out all of the presentations as Twitter moments.
- I was nominated to the NCPH Board of Directors and as part of that role I’ve been able to collaborate with some great NCPH folks and continue to learn more about all of the moving parts that make NCPH such a great organization.
- The Reclaiming Shingwauk Hall exhibition space opened in August 2018. This space is representative of so much community collaboration and I can’t adequately express how happy I am to see this space being used for education and the ongoing work to honour Survivors of the Shingwauk Residential School.
- This year was full of grant writing and grant based projects. Some highlights include:
- Successful application to the National Heritage Digitization Strategy call for funding for the “Healing and Reconciliation Through Digital Access” project.
- Being part of the SSHRC funded “Documenting Early Residential Schools” project with Tom Peace and the Woodland Cultural Centre. This funding allowed a group of Huron students to spend a few days up at Algoma/Shingwauk site – which was a fantastic experience.
- Skylee-Storm Hogan and I were awarded a $10,000 ChangeUp grant through the Inspirit Foundation. This project has focused on youth education around Residential Schools and has allowed us to pay some awesome Indigenous youth for their work.
- 2018 also saw the continued funding of the “Realizing Healing and Reconciliation through Education” by the Heritage Canada Museum Assistance Program. This current funding will allow the SRSC to expand the Reclaiming Shingwauk Hall exhibition to include an artifact driven exhibition space.
- I’ve also continued to be part of the SSHRC funded “Residential Schools Land Memory Mapping Project“
Odds and Sods
- I’ve continued to produce and record episodes of the Historical Reminiscents Podcast on a regular basis. With November marking the one year anniversary of this podcast!
- This year I taught an “Introduction to Archival Studies” course at AlgomaU in the fall term. This is the first time an archives studies course has been offered at AU, so I’m super happy about that development.
- I have an energetic and empathetic four year old who inspires me to do better.
- I started embroidering things! Photos can be seen on my Instagram account (@kris_tlon).
Despite the horrid news cycle that has characterized 2018, I had many good experiences over this past year. I am fortunate to work with kind and generous collaborators who are an inspiration. I’m looking forward to 2019 being filled with more of the same.
Last week I helped organize an Art+Feminism edit-a-thon in Sault Ste. Marie, Ontario. Art+Feminism is a “campaign improving coverage of cis and transgender women, feminism, and the arts on Wikipedia.” This year marks the fifth year of the Art+Feminism initiative and since 2014 edit-a-thons have taken place around the world, improving over 11,000 articles in the process.
The event organized in the Soo was focused on increasing content on Wikipedia related to Indigenous folks and Northern Ontario artists. We had a small but enthusiastic group who spent the day editing, laughing, and talking gender. I was inspired by the effort everyone put in to learning new skills and improving Wikipedia. Our work even garnered some media attention – local journalist David Helwig covered our work and the new articles created as part of our day.
I love the spirit of community that can be fostered during edit-a-thons. Many of the participants were folks who I had edited Wikipedia with before and it was great see their progress as editors. We also used this Art+Feminism event to celebrate the successes of our community – the majority of the edits and new pages created were about people we knew, had met, and admired. Two of the new pages were about Algoma University alumni and two new pages were about artists who had worked with the Shingwauk Residential Schools Centre.
This locally driven page creation reminded me of why I love Wikipedia – it has the power to shape narratives, uplift voices, and can be a collaborative/community work space. Editing Wikipedia also has the power to act as an education tool – teaching folks about collaboration, clear writing, citations, and narrative building. The more I engage in editing Wikipedia with students and community members the more I am encouraged by the results. Editing Wikipedia combines a huge range of skill sets and can change the way we think about the past and community success.
This fall I had the opportunity to teach “Select Topics in Community-Based Public History”, a third-year history course at Algoma University. This was my first time designing and being the sole instructor for a course. Now that the dust has settled and all my marks are in I thought I would use this post to reflect on how the course went.
As some background, I approached this course with the desire to provide students with a grounding in collaborative practice and community engagement, while introducing them to the range of possibilities within the public history field. This was only the second time this course has been offered at AlgomaU. I also had a really small class of under ten students. The class was a mixture of history majors and folks who were taking this as an elective. The class met twice a week for 1.5 hours each session in a standard classroom space on campus. Some of the activities and approaches I took would likely have to be adjusted for a larger class size.
Planning the Course
When I found out that I was the selected as the instructor for this course I had a whole lot of squee and excitement (I may have actually jumped up and down). Once that initial excitement dulled I immediately dove into research mode. I looked at the syllabus from the 2015 iteration of this course and scoured the internet for undergraduate level public history syllabi. I also reached out to a couple of folks who I knew were teaching public history at the undergraduate level in Canada. My goal was to see how other folks had structured their classes, while looking for Canadian specific public history content to create a syllabus around. I also wanted to use open access readings and avoid assigning a textbook.
I also started scoping out what topics I needed to know more about in order to effectively teach them in the classroom. I had strong ideas about what I wanted to include in relation to archives, digital history, museums and oral history. But, I was much less certain in how I would present material relating to Parks Canada, commemoration, and built heritage. One of the best parts of preparing for this class was that I got to embark on a public history reading binge.
For me public history is all about collaboration and community outreach. In each week I underpinned our discussion in relationship to public outreach, accessibility, and community facilitation. This meant that though we might be talking about archives one week and built heritage the next week there were underlying themes which were woven into the entire the course. For most classes I lectured for approximately 45 minutes and the remainder of the class was spent on either discussion or hands-on learning activities. One of my goals of this class was to provide skill building opportunities for the students. This meant thinking creatively about how to engage students in activities where they could practice what they were learning.
I included a couple of assignments that allowed students the opportunity to explore formats that weren’t a traditional essay. The inclusion of these assignments went back to the idea that I wanted students to come away from the class with some hands-on skills and to have had the opportunity to think about public history critically. The short written assignment for this class focused on interpreting a local heritage plaque. Students were required to pick a plaque from an approved list of Ontario Heritage Trust and Canadian Heritage Site plaques. They were then required to analyze the plaque and come up with alternate wording for the plaque text. The catch – they had to keep the plaque within 5 words of its current number. This was a 2-4 double spaced assignment and I was impressed with the work the students put into developing new plaque language and researching the historical significance of their chosen marker.
The final assignment for the class allowed students the option of completing either a traditional research paper or creating a digital history exhibit. The students were evenly split – with half of them deciding to do a paper and half opting to create an exhibit. I warned students that though the exhibit might seem like the easier of the options, the exhibit assignment actually required the use of a number of skillets including historical research, concise writing, digital history tools, and exhibit curation. The exhibit assignment required them to develop a historical narrative/argument, pick 10-15 images to illustrate their exhibit, and develop fulsome captions based on their research to accompany the images. I was impressed by the creativity, research, and narrative building of the students who picked the exhibit option. Many of the students picked Tumblr as their exhibit platform. This worked okay but there are definitely other platforms that would have worked better for this project. If I was using this assignment again I might spend more time in class exposing students to open source CMS and exhibit software such as OMEKA. I might also consider moving the classes on digital history into a computer lab space so there could be more hands-on learning activities while walking through examples.
Collaboration in Practice
Most classes involved group work either in the form of small group discussions or working in pairs to complete a hands-on task. Since collaboration is such an important part of public history work I wanted to make sure my students had multiple opportunities to build teamwork skills and work in groups, something that isn’t always emphasized in humanities education. In addition to in-class activities students worked in small groups for a presentation assignment and our participation in the Canada-wide Wikipedia edit-a-thon helped foster a communal spirit.
I also took a collaborative approach to teaching the class. I reached out to a number of local heritage professionals and invited them to collaborate on the course. In some instances that involved us visiting their heritage space and working on a reflective activity there. See my Active History post for details on how we used Anarchist Museum tags to encourage students to critically think about heritage spaces. In other cases, professionals came into my class to speak with students or spoke to students by Skype. I had a couple of goals with this approach: I wanted students to meet local public history practitioners and expose them to some of the great work that is happening locally, I wanted to showcase the range of possibilities within the public history field, and I wanted to continue to build partnerships between AlgomaU and community organizations.
One of the best examples of how this collaboration worked out to enhance the course was when Miranda Bouchard of Thinking Rock Community Arts visited our class. Prior to Miranda’s visit we had spent a couple of classes talking about community engagement and oral history. During Miranda’s visit she talked about her role in the Rivers Speak Community Play, an initiative that based around gathering community memories of water and crafting them into a community created play. Miranda’s work was an excellent example of public history skills used in practice and her work illustrated the potential of community engaged oral history practice. We also used this opportunity to talk about some of the real struggles of community work – learning how to facilitate community dialogue, grant writing, ethics, and all the admin work.
As with any course there were some weeks that went better than others. There are definitely readings I would switch and a couple of lectures that missed the mark that I would approach from different angles. I talk to groups a lot as part of my day job, but getting up in front of a class on a regular basis has a different feel. It took me a while to work my way through my feelings around the performative nature of teaching and I learned a lot about myself during this class.
If teaching this course again I would also build in a more structured participation model for the seminar portion of the course, as in many cases students desired a more concrete guidelines around how they were expected to participate in the classroom discussions. I might also consider running a workshop on how to cite sources for a public history assignment. Many of the students in my class hasn’t cited archival photographs before. Providing in-class support or a written guide on how to do this would have been helpful when it came time to do their final assignment.
Photo Credit: Image from the Public History Ryan Gosling Project created by Rachel Boyle and Anne E. Culle. Go check out their project. So many fantastic memes.
It’s December! That means it is annual year end reflection time. As in previous years I’m going to use this post remind myself of all the things I did in 2017. A year is a long time and accomplishments tend to be immediately celebrated and then forgotten in the hustle of the day-to-day chaos. I also use this post as a way to remind myself to update my CV and my professional website will all the things.
- My “Archival Photographs in Perspective: Indian Residential School Images of Health” article was published in a special issue on Health and Physical Culture in Canadian Residential Schools in British Journal of Canadian Studies.
- I worked with Mike Dove of Western’s Public History program to write “Get to Work: Crafting Cover Letters and Resumes for Emerging Professionals.” Mike and I were asked to write this part of the American Association for State and Local History Technical Leaflet Series. It will be available in 2018.
- I wrote “Sharing, healing and learning: Survivor-driven history at the Shingwauk Residential Schools Centre“ for the OSSTF magazine Education Forum.
- I have continued to serve on the editorial collective for Activehistory.ca. As part of that work I:
- Organized and edited the Archives and Archival Labour Series which appeared in June.
- I worked with Halton Region Heritage Services to create the Found in Collection exhibit.
- I had the chance to work with so many great contributors including Christo Aivalis, Andrea Eidinger, Sean Kheraj, Stacey Devlin and others.
Talks and Presentations
- I was asked to present a webinar leading up to the Ontario Museum Association Indigenous Collections Symposium. As part of this webinar I had the opportunity to work with Amos Key Jr., of the Woodland Cultural Centre, to develop the “An Introduction to Residential Schools in Ontario: Histories and Interpretation” presentation.
- In April of 2017 Danielle Robichaud presented Collaborative Archival Practice: Rethinking outreach, access, and reconciliation using Wikipedia at the Archives Association of Ontario Conference. I am still super happy that Danielle asked me to co-present with her and that I had the opportunity to meet her in person at the AAO.
- Jessica Knapp and I co-hosted the Canada’s History Society’s Wikipedia as Outreach and Activism in Canadian History webinar series. I also presented two webinars on the basics of Wikipedia as part of this series.
- I’ve also continued to do a lot of outreach and presentation work as part of my job – I’ve spoken with over 2,000 students and professional groups about residential schools and the history of the Shingwauk site. As part of this work I’ve had the chance to work closely with some great folks including Skylee-Storm Hogan and Mike Cachagee. They are constant sources of inspiration and I’m lucky to work with them.
- In 2017 I was also interviewed a few times, including:
- “Archives As Activism: The Case of Residential Schools“, with Skylee-Storm Hogan, interview by Scott Neigh on the Talking Radical Radio podcast, May 23, 2017.
- “Historian’s Histories: Krista McCracken” by Andrea Eidinger, Unwritten Histories, April 2017.
- “Doing History – Krista McCracken – Archives Supervisor” by Risa Gluskin, Rapport, Ontario History and Social Sciences Teachers’ Association Blog, March 2017.
- Andrea Eidinger and I made the Beyond 150 Twitter Conference a reality. It was so much fun! And we are considering running another one in 2018. (Theme ideas anyone?)
- Jessica Knapp and I ran with a crazy idea about a Canada-wide Wikipedia edit-a-thon. We built resources to support new editors and had a great day of historians, GLAM professionals, and students contributing to Wikipedia. We’re looking at ways to improve this model and possibly run it again.
- I taught an undergraduate public history course in the fall of 2017. One of the best parts of teaching this class was having the opportunity to collaborate with other public historians working in the field and introduce my students to the range of possibilities within public history. A huge thank you to: Stacey Devlin of Know History; Jessica Knapp and Joel Ralph of Canada’s History Society, Miranda Bouchard of Thinking Rock Community Arts, Will Hollingshead of the Ermmatinger Clergue National Historic Site, and others for their willingness to engage with my students. Your insight helped make the course a success.
Odds and Ends
- I moved in 2017. I now have a much more reasonable commute. I biked to work! I’ve never had that option before.
- I started a podcast! This is still relatively new and is something I’m still hella enthusiastic about. Want to collaborate on an episode? Please get in touch!
- I attended CHA this year for the first time in ages. I had a great experience and had the chance to meet some folks I had been collaborating with in person.
- I continue to be involved in NCPH (and I’m on this year’s slate of nominees for NCPH’s Board of Directors). This is an organization I love and working on NCPH projects brings me a lot of joy.
- My three year old child is a whole lot of energy and awesome.
And lots of other things. For me 2017 has been filled with collaboration, exciting new projects, and great colleagues. I hope for more of the same in 2018.
If you know me chances are you also know I have serious feels about podcasts. I like them. A lot. For over a year I’ve been tossing around the idea of starting my own podcast. I went back and forth numerous times on what to create a podcast about – public history, fandom, or craft beer in the North. After much stalling, mostly out of fear, I’ve committed to creating the Historical Reminiscents Podcast.
Part of my podcast creation fear was around the idea that I needed other people to create a podcast. A lot of podcasts are based on conversation and include more than one person. I didn’t know who I could approach to create a podcast with me. What if there was just me? Would it sill work? And would people be interested in listening to me talk? Eventually I shoved all those fears and nagging questions aside and decided to dive in.
Inspired by some of my favoruite short solo podcasts such as Katie Linder’s You’ve Got This and Chip Sudderth’s Two-Minute Time Lord I’ve decided to enter the solo podcast world and create something dedicated to public history practice, archival impulses, and historical insights. Both Linder’s and Sudderth’s podcasts were designed to feature just one person, on a weekly basis, for a relatively short period of time – 10 or 2 minutes respectively. After listening to a ton of solo podcasts I kept coming back these two podcasts as a format that I could work with and fit into my life.
The Historical Reminiscents podcast, named after the original history blog I started in 2008, is currently in production with plans to release the first episode later this month. Despite deciding to go the solo route I would definitely welcome guests on this podcast. Interested in chatting about the shape of public history or archives in Canada? Connect with me on twitter (@kristamccracken) or send me an email at krista.mccracken[at]gmail.com
I’ve went camping twice this summer and stayed at three Provincial Parks in Ontario as part of that experience. I’ve been thinking a lot about the complicated nature behind the parks system, the dispossession of Indigenous people from parks and the lack of acknowledgement of the traditional usage of the land by Parks. None of the parks I visited this year had signage about the history of the park or about the park’s relationship to the local Indigenous communities.
Last year I visited Pukaskwa Nation Park. It is the only Park I’ve visited to date that is actively working with the local First Nation community to reinterpret the site and to include a discussion of the community’s history on the land. Pukaskwa’s staff included an Indigenous Cultural Interpreter – who was from Pic River First Nation, the local First Nation community that was impacted by the creation of Pukaskwa. The were also in the process of creating an Anishinaabe Camp for cultural programming and the “Bimose Kinoomagewanan” trail signage was created by local elders and youth from Pic River.
Pukaskwa serves as one example of parks addressing their problematic past. I would be interested in knowing of any other examples out there. As visitors what can settlers do to encourage more critical interpretation? As a first step speaking with the folks staffing the visitors centre and interpreters to ask them about what they know about the park’s history can help. If they don’t mention the traditional Indigenous territory of the land ask why. Ask them why there is no discussion of the land prior to the park being established and if there is any plans to change that. Talk with the people you are camping with – have those important conversations about land and history – even if it makes you or them uncomfortable.
For additional context I would suggest reading Anne Janhunen’s The Holiday Spirit Will Prevail’: Settler Colonialism and Indigenous Erasure in Ontario’s ‘Cottage Country‘ presentation and Robert Jago’s “Canada’s National Parks are Colonial Crime Scenes.”
This fall I’ll be teaching HIST 3296: Select Topics in Community-Based Public History at AlgomaU. I’m thrilled to have this opportunity and excited to be able to share my love of public history with students.
From the course calendar: The course will introduce students to the theory and practice of community-based public history, with reference to local and regional examples. Students will explore the history and relevance of community-based efforts to make the past visible and comprehensible to the public. The social functions of museums, libraries, archives, and monuments, as well as web-based sites of historical commemoration, will be critically assessed. Contrasts between history, heritage, social memory, and tools such as oral history will be examined.
I’m still working on the planning of the course but in the meantime I’m using this as a reason to enjoy some public history focused books that I have been on my to-read list for ages. So far my reading has looked at Parks Canada, commemoration in Canada, participatory heritage, museum writing, and exhibit design. If nothing else this reading has filled my head with a lot of great ideas and also reminded me about the diversity of public history. So much of my work is archives focused theses days. I do engage in a lot of educational programming, community outreach, and the occasional exhibit design – however it is all through an archival lens. It’s been nice to take a step back from that really focused form of public history and to look at broader social trends, work that is going on in my local community, and interesting projects occurring across Canada. Onwards!
During a recent trip to Grand Rapids, Michigan I had the opportunity to visit the Meyer May House designed by Frank Lloyd Wright. The house was commissioned in 1908 by Meyer S. May and was built between 1908-1909 by Wright. It is considered an example of Wright’s Prairie School era work. In 1985 Steelcase, a Michigan based furniture company, purchased the Meyer May house and worked to restore the house to how it looked when the May family moved in 1910. The house is operated as a historic site by Steelcase and is open to the public for free tours.
My visit to the house was fantastic – it included watching a video about the restoration process and an hour long guided tour of the house itself. The video of the restoration process can be found in clip format on the Meyer May website. The video highlighted the archival research that went into finding documentation on the original exterior design, furniture, and interior decorations of the house. It discussed how photographs were used to supplement blueprint and textual records about the house. The video also showcased the work of conservators, artisans and experts that went into reconstructing things like paint colours, murals, carpets, and light fixtures that were designed by Wright.
The docent who led my group was extremely well informed about the architectural styles, Wright’s influences, and the house itself. The tour docents are all volunteers and I was blown away by their professionalism and expertise on the house. It was interested to learn about how the family lived in the home, the impact the family’s personalities had on Wright’s design, and the restoration work that has gone into preserving this history. I was also a bit surprised by how busy the site was. There was around 15 people in our tour group and there was at minimum three or four other tour groups running at the same time.
I would highly recommend this tour to anyone interested in built heritage or the work of Frank Lloyd Wright. We scheduled an extra day in Grand Rapids just so we could take the tour and it was well worth the effort.