Undertaking practice-led research through a Queensland-wide women’s history project

This paper focuses on a practice-led research project where the author as artist/researcher participates in a Queensland-wide women’s history project to celebrate Queensland’s Suffrage Centenary in 2005. The author participated in the Women’s Historical Shoebox Collection, where Queensland women were invited to decorate and fill a shoebox with personal and symbolic items that speak about their lives and the lives of their women forebears. This paper explores the practice-led research process that enabled the artist/researcher to design and assemble her contribution. Fredericks describes the iterative process of developing the shoebox and the themes that developed through her artistic practice. She also describes the content of her shoebox and explains the symbolism underpinning the items. The Women’s Historical Shoebox Collection is now owned by the State Library of Queensland and the Jessie Street National Women’s Library.

OCR GCSE History A : schools history project. Elizabethan England.

Se estudia el largo reinado de Isabel I, también denominado'edad dorada'. El texto está adaptado para obtener el General Certificate Secondary Education (GCSE) en Historia en la especificación OCR y, además de fuentes históricas sobre cada una de las lecciones, ofrece actividades, consejos y prácticas para preparar este examen.

OCR GCSE History A : schools history project. Britain 1815-1851.

Se estudian los grandes cambios acaecidos en la primera mitad del siglo XIX en Gran Bretaña, que afectaron tanto a la población, como a las ciudades, la industria y el transporte y en el que se alternaron períodos de prosperidad y depresiones crónicas. El texto está adaptado para obtener el General Certificate Secondary Education (GCSE) en Historia en la especificación OCR y, además de fuentes históricas sobre cada una de las lecciones, ofrece actividades, consejos y prácticas para preparar este examen.

Interview with Richard Dinning

In his October 17, 2012 interview with Robert Ryals, Richard Dinning details his thoughts and memories as an army air corps cadet at Winthrop. Dinning includes details of his career in the Army Air Corp during WWII. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Incorporating community history into urban redevelopment

A community history project must be relevant to each person within it so that they see themselves as part of the socio-cultural fabric of the area and feel a sense of ownership of their environment. The Mill Albion community history project is a diverse, multi-layered public history/art program that captures the social heritage of The Mill Albion and allows the community to contribute to their ongoing history. The Albion Flour Mill was built in 1930 at a time when Australia was feeling the effects of its worst economic depression and continued operations for more than 72 years. After ceasing operation in 2005 the site was left to deteriorate. The FKP Property Group purchased the land to undertake a new urban redevelopment project, drawing on the design principles of a traditional ‘village’, while valuing the importance of remembering the community that once included the Flour Mill. This paper reflects on the this project and showcases some of the culturally creative ways this community’s history was told, using methods such as digital stories, contemporary and historical photography and oral history.

The artful life story : the oral history interview as fiction

This practice-led PhD project consists of two parts. The first is an exegesis documenting how a fiction writer can enter a dialogue with the oral history project in Australia. I identify two philosophical mandates of the oral history project in Australia that have shaped my creative practice: an emphasis on the analysis of the interviewee’s subjective experience as a means of understanding the past, and the desire to engage a wide audience in order to promote empathy towards the subject. The discussion around fiction in the oral history project is in its infancy. In order to deepen the debate, I draw on the more mature discussion in ethnographic fiction. I rely on literary theorists Steven Greenblatt, Dorrit Cohn and Gerard Genette to develop a clear understanding of the distinct narrative qualities of fiction, in order to explore how fiction can re-present and explore an interviewee’s subjective experience, and engage a wide readership. I document my own methodology for producing a work of fiction that is enriched by oral history methodology and theory, and responds to the mandates of the project. I demonstrate the means by which fiction and the oral history project can enter a dialogue in the truest sense of the word: a two-way conversation that enriches and augments practice in both fields. The second part of the PhD is a novel, set in Brisbane and based on oral history interviews and archival material I gathered over the course of the project. The novel centres on Brisbane artist Evelyn, who has been given an impossible task: a derelict old house is about to be demolished, and she must capture its history in a sculpture that will be built on the site. Evelyn struggles to come up with ideas and create the sculpture, realising that she has no way to discover who inhabited the house. What follows is a series of stories, each set in a different era in Brisbane’s history, which take the reader backwards through the house’s history. Hidden Objects is a novel about the impossibility of grasping the past and the powerful pull of storytelling. The novel is an experiment in a hybrid form and is accompanied by an appendix that identifies the historically accurate sources informing the fiction. The decisions about the aesthetics of the novel were a direct result of my engagement with the mandates of the oral history project in Australia. The novel was shortlisted in the 2012 Queensland Literary Awards, unpublished manuscript category.

What is history? : Y9.

Esta dividido en tres secciones con una serie de actividades para que los alumnos de la etapa 3 (key stage 3) realicen investigaciones para conocer ideas fundamentales de la historia, que además les ayudan a comprender problemas del mundo moderno. Este libro del alumno va acompañado con una guía para el profesor. Pertenece el texto al Schools History Project creado en 1972 para mejorar el estudio de la historia entre estudiantes de trece a dieciséis años. Reconsidera las formas en que la historia contribuye a las necesidades educativas de los jóvenes, y por ello idea nuevos objetivos, nuevos criterios para la planificación y desarrollo del curso, así como de sus materiales de apoyo. Requiere nuevos criterios de evaluación y, por tanto nuevos exámenes y, adquirió mayor expansión con la introducción del General Certificate of Secondary Education (GCSE) en 1987.

What is history? : Y7. Teacher's resource book.

Esta guía sirve de apoyo a las tareas del libro del alumno y proporciona al profesor orientación sobre estrategias de enseñanza y objetivos de aprendizaje; también, le ayuda en ofrecer al estudiante una visión general de la historia que le permita desarrollar habilidades para su investigación. El texto en el que se apoya pertenece al Schools History Project creado en 1972 para mejorar el estudio de la historia entre estudiantes de trece a dieciséis años. Reconsidera las formas en que la historia contribuye a las necesidades educativas de los jóvenes, y por ello idea nuevos objetivos, nuevos criterios para la planificación y desarrollo del curso, así como de sus materiales de apoyo. Requiere nuevos criterios de evaluación y, por tanto nuevos exámenes y, adquirió mayor expansión con la introducción del General Certificate of Secondary Education (GCSE) en 1987.

What is history? : Y9. Teacher's resource book.

Esta guía sirve de apoyo a las tareas del libro del alumno y proporciona al profesor orientación sobre estrategias de enseñanza y objetivos de aprendizaje; también, le ayuda en ofrecer al estudiante una visión general de la historia que le permita desarrollar habilidades para su investigación. El texto en el que se apoya pertenece al Schools History Project creado en 1972 para mejorar el estudio de la historia entre estudiantes de trece a dieciséis años. Reconsidera las formas en que la historia contribuye a las necesidades educativas de los jóvenes, y por ello idea nuevos objetivos, nuevos criterios para la planificación y desarrollo del curso, así como de sus materiales de apoyo. Requiere nuevos criterios de evaluación y, por tanto nuevos exámenes y, adquirió mayor expansión con la introducción del General Certificate of Secondary Education (GCSE) en 1987.

What is history?Y7 : a starter unit for key stage 3.

Contiene siete actividades que presentan a los alumnos las ideas clave que necesitan para el estudio de la historia. Este texto pertenece al Schools History Project creado en 1972 para ayudar a renovar la enseñanza de la historia entre los estudiantes de trece a dieciséis años. Reconsidera las formas en que la historia contribuye a las necesidades educativas de los jóvenes, y por ello idea nuevos objetivos, nuevos criterios para la planificación y desarrollo del curso, así como nuevos materiales de apoyo. Requiere nuevos criterios de evaluación y, por tanto nuevos exámenes y, adquirió mayor expansión con la introducción del General Certificate of Secondary Education (GCSE) en 1987.

Activist Women's Voices Oral History Collection, 1995-2000 Finding Aid

The Activist Women's Voices Oral History Project, funded by AT&T, the Ford Foundation, the Ms. Foundation for Education and Communication, and the New York Council for Humanities, is committed to documenting the voices of unheralded activist women in community-based organizations in New York City. The archive was established in 1995 under the direction of Professors Joyce Gelb and Patricia Laurence with the aim of creating linkages between activist women in the New York City community and student and faculty researchers at the City University of New York.