What is Public History Now? Exploring engagement, impact, collaboration and coproduction in History Higher Education

公共历史，即在学院外创作和/或传播的历史，以及在学院内对这种历史的研究，正在迅速成为英国历史学的一个分支学科。然而，与澳大利亚、加拿大和美国等地的智力和学术项目相比，英国公共历史的发展相对较晚。在美国，第一个公共历史课程成立于1975年。相比之下，英国公共历史上第一个硕士学位直到1996年才成立，而另一个硕士学位在近20年后才成立。在过去的五年里，英国高等教育对公共历史的兴趣激增是值得注意的，这是由丰富的学术传统(Samuel，1991)所支撑的，这种传统已经开始转化为令人兴奋的研究项目、计划和合作的爆炸性增长。自2013年左右以来，超过15个新的公共历史硕士课程已经建立，大多数英国历史本科生和研究生课程都提供公共历史和遗产方面的模块和途径。成立了几个新的公共历史中心和研究所，而其他中心则扩大了其职权范围，明确将公共历史纳入其中。由于“影响和参与”的大力推动，以及与英国(和其他)资助机构的外部合作伙伴的合作，所有历史学家都在史无前例地思考“公共历史”，许多研究项目越来越多地将公共历史作为他们的中心焦点。与此同时，学术界以外对公共历史的兴趣从未像现在这样浓厚。部分由于数字化记录的巨大增长；更多的档案、图书馆和遗产机构；以及对各种流行的历史书籍、电视和媒体重新产生兴趣，比以往任何时候都更多的人在公开创造历史，并找到新的方式与其他人以及学院内外的人交流、传播和联系他们的历史工作。与此同时，历史从来没有像今天这样具有争议性、争议性和争夺性：从倒塌的雕像到国家课程，从国家机构和极右翼对“历史”的使用，很明显，过去是活的--而且经常被点燃--在现在。因此，似乎是一个非常好的时机，让从事公共历史领域工作的学术历史学家聚集在一起，教授公共历史课程，经营公共历史中心，以检查和发展我们的想法、我们的计划、我们彼此之间的合作，以及与定义广泛的非学术历史学家的合作。该研究网络将包括一系列议程设置、最佳做法分享和资源创建讲习班，包括创建一个“中心”网站。它将在一次重要的会议上达到高潮，聚集学术公共历史学家和非学术公共历史学家，审查该领域的所有形式的状态，并在高等教育和充满活力、蓬勃发展的非学术公共历史世界之间发展令人兴奋的伙伴关系。

Public History, that is history that is made and/or communicated outside of the academy and the study of this kind of history within the academy, is rapidly becoming an established subdiscipline of history in the UK. However, compared to intellectual and academic projects in places like Australia, Canada and the United States, UK public history has developed relatively late. In the United States, the first public history programme was founded in 1975. By contrast, the first MA in Public History in the UK was not founded until 1996, and almost two decades passed before another one was established. The surge in interest in Public History in United Kingdom Higher Education over the past half decade is remarkable, and underwritten by a rich intellectual tradition (Samuel, 1991) that has begun to translate into an explosion of exciting research projects, programmes and collaborations. Since around 2013, over 15 new Public History MA programmes have been founded, and the majority of UK history undergraduate and graduate programmes offer modules and pathways in public history and heritage. Several new Public History Centres and Institutes have been founded, while other Centres have expanded their remit to explicitly include public history. Thanks to the strong push for 'impact and engagement' and collaboration with external partners from the UKRI (and other) funding bodies, all historians are thinking about 'public history' to an unprecedented degree, and many research projects increasingly take public history as their central focus. Meanwhile, interest in public history outside the academy has never been greater. Thanks in part to the enormous growth in digitized records; more accessible archives, libraries and heritage institutions; and renewed interest in different kinds of popular history books, television, and media, more people are making history in public than ever before, and finding new ways to communicate, disseminate, and connect their history work with others and inside and outside the academy. At the same time, history has never been more controversial, debated, and fought-over as it is in the present day: from falling statues to the national curriculum, from the use of 'history' by state institutions and by the radical right, it is clear that the past is alive-and often enflamed-in the present.It seems therefore a very good time to bring together academic historians who work in the field of public history, teach on public history programmes and run public history centres, in order to examine and develop our ideas, our programmes, and our collaborations with each other, and with non-academic historians widely defined. This research network will consist of a series of agenda-setting, best-practise sharing, and resource-creating workshops, including the creation of a 'hub' website. It will culminate in a major conference bringing together academic public historians and non-academic public historians to examine the state of the field in all its forms, and develop exciting partnerships between higher education and the vibrant, thriving world of non-academic public history.