What Is Public History, and Why Does It Matter?

At the core of the Pathways to the Past project is a simple message: our past is something we should both enjoy and feel authority over. History isn’t just for obscure journals or the semi-popularised books of institutional historians. As Hilda Kean and Paula Ashton note, everyone is an ‘active agent in creating history’ – making it difficult to distinguish the historian from ‘their publics.’ We are all products of the thoughts, words, and actions of our predecessors; therefore, we all have a right to engage with and discuss the events that have shaped the world we live in.

In this article, I aim to explain why practising history outside institutional academia matters. But first, I’ll touch on the somewhat ambiguous nature of public history. One of the most persistent challenges for historians has been defining what exactly ‘public’ history means. As Thomas Cauvin suggests, it may be more useful to understand public history not by what it is, but by what its practitioners do.

Two Sides of the Same Coin

A comparison with academic history may help clarify the practice of public history. Academic and public history are designed for different audiences. Academic historians typically write for fellow experts and can assume a certain level of prior knowledge. This allows for more complex discussion and deeper historiographical engagement.

By contrast, public historians must meet their audiences where they are. They cannot assume the same background knowledge and must work to spark curiosity, encourage questions, and promote exploration – achievements of equal value. Methodologically, however, both forms of history converge. While a public historian may not delve into intricate historiographical debates, they still rely on credible sources, represent them accurately, and interpret them with care. Regardless of the intended audience, historians must uphold rigorous academic standards.

An Ongoing Conversation

Public history provides a platform through which historical knowledge can be made accessible to non-specialist audiences. It is a dialogue between academia and wider society, playing a crucial role in shaping collective memory.

Consider, for example, a group of friends entering a museum. They come from diverse backgrounds, with different lived experiences, yet they explore the same exhibition. A banner at the entrance displays a thematic title – perhaps a single word capturing an emotion or action – followed by a subtitle outlining the time and place in focus. A second banner, partially obscuring the artefacts, presents a series of questions to consider while viewing the exhibition.

One friend might move quickly from display to display, drawn to what catches their eye, while another examines each piece slowly and deliberately. As they engage with the artefacts – carefully selected to communicate the exhibition’s overarching message – the friends inevitably connect the material to their own lives. Each visitor has a unique experience, shaped by personal associations and reflections. At the end, a screen or QR code invites feedback. Some decline; others respond, providing curators and historians with insight into how the exhibition influenced their thinking and emotions.

In doing so, they’ve not just consumed history – they’ve contributed to it. They have taken part in the ongoing discourse between academic historians and the public, helping shape the evolving story of how we understand ourselves.

Adapting to a Changing World

As the world changes, so does public history. With the rise of digital technology and evolving academic practices, public history has become more diverse and democratic. From podcasts and documentaries to online discussions and social media debates, more people than ever are participating in historical discourse. This evolution has helped public history move towards a more reflective and inclusive narrative.

This pluralistic approach has made space for previously marginalised voices and stories. Yet with new platforms come new risks – including the spread of misinformation and politicised distortions of the past. In an age marked by ‘post-truth’ politics, the role of the public historian has never been more critical. They must help audiences develop the tools to think critically, engage with history responsibly, and resist simplistic or misleading narratives.

This does not mean people should disengage from history – quite the opposite. Public history empowers us all to ask questions, seek understanding, and stay curious. It is an invitation to take part in shaping our shared story.

Our Inescapable Responsibility

One of the most rewarding aspects of this project has been witnessing the enthusiasm and commitment of individuals both within and outside the university. From a philosophy student who admitted a prior disinterest in history – now overturned by their involvement in this project – to records offices and local history societies eager to contribute, the support we’ve received has been astounding. It speaks volumes about the power of history to connect people.

This experience has only strengthened my conviction that public history matters. We are all individual stitches in the vast tapestry of humanity’s story. Whether we like it or not, historicity is embedded in our daily lives. Our past, present, and future are interlinked, making history a foundational element of human experience.

History should never be reserved for historians alone. As Raphael Samuel – a key figure in the development of British public history – reminded us, history is a form of social knowledge, a product of ‘a thousand different hands.’ It is therefore our shared responsibility, as inheritors of the past, to engage with history, explore its meanings, and consider how it shapes our future.

Bibliography:

Cauvin, Thomas, Public History: A Textbook of Practice (Abingdon: Routledge, 2016).

Kean, Hilda and Paula Ashton, ‘People and their Pasts and Public History Today’, in People and their Pasts, ed. by Hilda Kean and Paul Martin (Basingstoke: Palgrave Macmillan, 2009), pp. 1–21.

Rodriquez, Chantel, ‘The Vital Role of Public History’, Minnesota History, 68.8 (2024), 296–99.