Engaged Art History: Bibliography

This bibliography highlights the growing body of literature in the field of engaged art history.

As such, it is always a work in progress. Help expand the list by recommending a source to add.

Articles and Essays

Ater, Renée “Slavery, Monuments, and the Black Digital Humanities.” Panorama: Journal of the Association of Historians of American Art 5, no. 2 (Fall 2019). https://doi.org/https://doi.org/10.24926/24716839.2275.

Autry, La Tanya S., and Mike Murawski. “Museums Are Not Neutral: We Are Stronger Together.” Panorama: Journal of the Association of Historians of American Art 5, no. 2 (Fall 2019). https://doi.org/https://doi.org/10.24926/24716839.2277.

Beetham, Sarah. “When Your Topic Goes Viral: Building a Public Scholarship Practice.” Panorama: Journal of the Association of Historians of American Art 5, no. 2 (Fall 2019). https://doi.org/https://doi.org/10.24926/24716839.2274.

Benay, Erin E. “From Campus to Community: Art History as Urban Practice.” Journal of Urban Cultural Studies 8 (2021): 109-19.

Borland, Jennifer, and Louise Siddons. “Yay or Neigh? Frederic Remington’s Bronco Buster, Public Art, and Socially-Engaged Art History Pedagogy.” Art History Pedagogy & Practice 3, no. 1 (2018): 1-34. https://academicworks.cuny.edu/ahpp/vol3/iss1/5/.

Butler-Palmer, Carolyn. “Big Art History: Art History as Social Knowledge.” Journal of Canadian Art History / Annales d’histoire de l’art Canadien 34, no. 1 (2013): 149-163.

Holzman, Laura M. “Isn’t It Time for Art History to Go Public?”. Introduction to Bully Pulpit, Panorama: Journal of the Association of Historians of American Art 5, no. 2 (2019). https://doi.org/10.24926/24716839.2271.

Holzman, Laura M. “Teaching with the Museum: Partnership as Pedagogy,” Art History Teaching Resources. March 27, 2020. https://arthistoryteachingresources.org/2020/03/teaching-with-the-museum-partnership-as-pedagogy/.

Kingsley, Jennifer P. “The Canon as Provocation: Partnering with Museums for the Future of Art History Teaching.” Art History Pedagogy & Practice 4 (September 2019). https://academicworks.cuny.edu/ahpp/vol4/iss1/3/.

Leininger-Miller, Theresa. ” Library and Gallery Exhibitions as Public Scholarship: Public Engagement with Images of Ethnicity, Gender, Place, Race, and War in Illustrated Sheet Music.” Panorama: Journal of the Association of Historians of American Art 5, Bully Pulpit, no. 2 (Fall 2019). https://doi.org/https://doi.org/10.24926/24716839.2283.

Luarca-Shoaf, Nenette. “Intersections: Art and the Museum as Sites for Civic Dialogue “. Art History Pedagogy & Practice 6, no. 1 (2021). https://academicworks.cuny.edu/ahpp/vol6/iss1/7.

McCutcheon, Erin L., and Corrie Boudreaux. “The Craftivist Classroom: Embodied Approaches to Cesl with Bordeamos Por La Paz.” H-ART. Revista de historia, teoría y crítica de arte 6 (2020): 205-32. https://doi.org/10.25025/hart06.2020.11.

Werbel, Amy ” Reaching Broader Audiences through Book Projects.” Panorama: Journal of the Association of Historians of American Art 5, Bully Pulpit, no. 2 (Fall 2019). https://doi.org/https://doi.org/10.24926/24716839.2265.

Books

Persinger, Cindy and Azar Rejaie, Azar, eds. Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History. Cham: Springer International Publishing, 2021.

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Chapters:

Altomonte, Jenna Ann. “Applied Art History: Theory and Praxis.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 93-106. Cham: Springer International Publishing, 2021.

Baltimore, Terri, and Julia A. Sienkewicz. “Building Community (Art) History in “Standing Together: The Selma Burke Project”.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 251-57. Cham: Springer International Publishing, 2021.

Black, Rebecka A., and Carissa DiCindio. “Student Docent Projects as Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 259-65. Cham: Springer International Publishing, 2021.

Braysmith, Hilary A. “Public Sculpture Exhibitions in Neighborhoods: Arts-Driven, Heritage-Based, Urban Revitalization, and Social Practice (Part 1).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 143-58. Cham: Springer International Publishing, 2021.

———. “Turning Students into Social Practitioners and Neighborhood Youths and Young Adults into Project Assistants: Arts-Driven, Heritage-Based, Urban Revitalization, and Social Practice (Part 2).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 245-50. Cham: Springer International Publishing, 2021.

Fernández López, Olga, Azucena Klett, and Zoe López Mediero. “Curatorial Practice as (Place) Making: Social Imagination, Cultural Laboratories, and Public Space in Madrid (2008–2015).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 159-79. Cham: Springer International Publishing, 2021.

Gil-Glazer, Ya’ara. “Visual Critical Pedagogy in High School: Students Offer an Alternative to the Official Art Curriculum.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 65-85. Cham: Springer International Publishing, 2021.

Gold, Suzanne, Kelly Lloyd, and Michal Lynn Shumate. “Hair Club: A Case Study for Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 225-33. Cham: Springer International Publishing, 2021.

Grundell Gachoud, Vendela. “Making Worlds: Normative and Other Art Histories of Visually Impaired Photographers.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 181-99. Cham: Springer International Publishing, 2021.

Holzman, Laura M. “Cultivating an Engaged Art History from Interdisciplinary Roots.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 33-48. Cham: Springer International Publishing, 2021.

———. “Structuring Academic Jobs for Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 267-73. Cham: Springer International Publishing, 2021.

Persinger, Cindy. “What Is Socially Engaged Art History?”. In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 17-32. Cham: Springer International Publishing, 2021.

———. “Reflections on Socially Engaged History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 275-79. Cham: Springer International Publishing, 2021.

Santos, Luisa. “The Power of Silence: Ahmet Ögüt’s the Silent University (2012–Ongoing).” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 207-13. Cham: Springer International Publishing, 2021.

Sienkewicz, Julia A. “Art History and Its Publics: Weighing the Pedagogical and Research Benefits of Community Engagement.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 49-63. Cham: Springer International Publishing, 2021.

Wacker, Kelly A. “Observing Light and Catching Reflections: Experiential Environmentally Centered Art Historical Practice inside and Outside the Classroom.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 127-41. Cham: Springer International Publishing, 2021.

Wallis, Jonathan. “The Course Has Left the Classroom: Community Engagement, Consensus Building, and Experiential Learning as Socially Engaged Art History.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 107-25. Cham: Springer International Publishing, 2021.

Wang, Aileen June. “Curating to Remember Injustice: Exhibitions on Toyo Miyatake and Roger Shimomura.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 215-23. Cham: Springer International Publishing, 2021.

Warner, John-Michael H. “The Running Fence Corporation, Llc and Sociality.” In Socially Engaged Art History and Beyond: Alternative Approaches to the Theory and Practice of Art History, edited by Cindy Persinger and Azar Rejaie, 235-44. Cham: Springer International Publishing, 2021.

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Rooney, Sierra, Jennifer Wingate, and Harriet F. Senie, eds. Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy. New York: Bloomsbury Visual Arts, 2021.

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Chapters:

Beetham, Sarah “Dismantling the Confederate Landscape: The Case for a New Context.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Champagne, Matthew, Katie Schinabeck, and Sarah A. M. Soleim. “Free History Lessons: Contextualizing Confederate Monuments in North Carolina.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 237-50. New York: Bloomsbury Publishing USA, 2021.

Cohen, Michele “The Preservation Dilemma: Confronting Two Controversial Monuments in the United States Capitol.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 131-42. New York: Bloomsbury Publishing USA, 2021.

Dell’Aria, Annie. “Mapping Art on Campus.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Dosch, Mya “Encouraging Intervention: Project-Based Learning with Problematic Public Monuments.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 39-50. New York: Bloomsbury Publishing USA, 2021.

Favorite, Jennifer K. “Up against the Wall: Commemorating and Framing the Vietnam War on the National Mall.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 143-56. New York: Bloomsbury Publishing USA, 2021.

Garfinkle, Charlene G. “Charging Bull and Fearless Girl: A Dialogue.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 195-208. New York: Bloomsbury Publishing USA, 2021.

Holzman, Laura M., Modupe Labode, and Elizabeth Kryder-Reid. “The Afterlife of E Pluribus Unum.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 209-22. New York: Bloomsbury Publishing USA, 2021.

Lee, Jung-Sil “Unforeseen Controversy: Reconciliation and Re-Contextualization of Wartime Atrocities through “Comfort Women” Memorials in the United States.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 223-36. New York: Bloomsbury Publishing USA, 2021.

Mobley, Sue “Paper Monuments as Public Pedagogy.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 181-94. New York: Bloomsbury Publishing USA, 2021.

Polzak, Kailani “Making Material Histories: Institutional Memory and Polyvocal Interpretation.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Polzak, Kailani. “Making Material Histories: Institutional Memory and Polyvocal Interpretation.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Reitz, Chris “Learning from Louisville: John Breckenridge Castleman, His Statue, and a Public Sphere Revisited.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Reynolds-Kaye, Jennifer “Moving Beyond “Pale and Male”: A Museum Educator Approach to the Campus Portrait Debate.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 51-62. New York: Bloomsbury Publishing USA, 2021.

Senie, Harriet F. “Addressing Monumental Controversies in New York City Post Charlottesville.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Sonner, Sarah ““From Commemoration to Education”: Re-Setting Context and Interpretation for a Confederate Memorial Statue on a University Campus.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie. New York: Bloomsbury Publishing USA, 2021.

Terrono, Evie ““I Feel Like I Have Hated Lincoln for 110 Years”: Debates over the Lincoln Statue in Richmond, Virginia.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 157-80. New York: Bloomsbury Publishing USA, 2021.

Wainwright, Adelaide “Developing Essential Questions for a Student-Driven 4th Grade Monument Study.” In Teachable Monuments: Using Public Art to Spark Dialogue and Confront Controversy, edited by Sierra Rooney, Jennifer Wingate and Harriet F. Senie, 21-28. New York: Bloomsbury Publishing USA, 2021.

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