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dc.contributor.advisorReardon, Robert F.
dc.contributor.authorDrake, Jerry C. ( )
dc.date.accessioned2015-05-20T20:54:56Z
dc.date.available2015-05-20T20:54:56Z
dc.date.created2015-05
dc.date.issued2015-04-17
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/5526
dc.description.abstractThe following manuscript explores the means by which historic sites act as teachers of history. Historic sites occupy an important role in both public space and collective culture. Such places serve as “hyperreal” objects through which a collective historic memory is retained and transferred. The public historians who are responsible for the management of such places must balance the competing agendas of providing access to reliable historical information with prevailing political and cultural interpretations of the past. This manuscript provides a pedagogical study of the interplay of historian, historic site, and the public in order to propose a theoretical model for how these relationships create and transmit knowledge.
dc.formatText
dc.format.extent228 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectPublic History
dc.subjectAdult Education
dc.subjectHistoric Sites
dc.subjectHistoric Monuments
dc.subjectPublic Education
dc.subjectCommunity Education
dc.subject.lcshHistoric sites--Study and teachingen_US
dc.subject.lcshPublic historyen_US
dc.titleTreasure Houses of the Mind: Public Places as Teachers of History
txstate.documenttypeDissertation
dc.contributor.committeeMemberGuajardo, Miguel A.
dc.contributor.committeeMemberMurphy, Angela F.
dc.contributor.committeeMemberRoss-Gordon, Jovita M.
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychologyen_US
thesis.degree.disciplineAdult, Professional, and Community Education
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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