Public history curricula must prepare students for a reflective approach to public historical practice and introduce students to different models of practice. By teaching reflective practice techniques through concrete components assembled in linked course assignments, internships, and capstone projects, programs educate students to become history practitioners. A distinct, robust body of public historical knowledge and reflective practice constitutes a public history degree. Public history programs, as professionally oriented programs, prepare students in the high-order practice of the discipline, grounded in reflective practice techniques appropriate to applied history.
- ©2006 by the Regents of the University of California. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions website, at www.ucpress.edu/journals/rights.htm.