Abstract
The roundtable brings attention to pedagogical approaches and concerns regarding university education in critical heritage studies and public history. Heritage practitioners work in diverse contexts so heritage studies and public history educators must cover a wide range of content (e.g. museology, digital humanities, heritage theory, community engagement, archaeology, cultural resources policies and practices, collections management, and advocacy work) to prepare their students for these contexts. To provide students with practical learning experiences, approaches to heritage studies and public history may include: field experiences, international programs, cultural exchanges, internships, community engagement, service learning, and more. Heritage and public history scholars have begun engaging in conversations across their disciplines to discuss common concerns about manipulations of the past in the present, share research and training approaches, and discuss ways of engaging with diverse publics. This roundtable will address cross-disciplinary possibilities across heritage studies and public history and provide transdisciplinary and international approaches to heritage education. Questions the panelists explored: . What are signature pedagogical approaches in critical heritage studies and public history? . What are some theoretical and methodological intersections and differences between heritage studies and public history? . What are the challenges in training students from a range of heritage fields and for a range of careers?
. What role do professional and philosophical ethics play in heritage and public history education? . How do scholars in heritage studies and public history in different countries engage differently in permitting processes and with institutional review boards?