Christine DeLucia Awarded a Whiting Public Engagement Seed Grant

Christine DeLucia, Assistant Professor of History at Williams College, has been awarded a Whiting Public Engagement Seed Grant. She will receive $10,000 to collaborate with the Stockbridge Munsee Band of the Mohican Indians, the Upper Housatonic Valley National Heritage Area, and academic partners to develop digital resources and an in-person walking tour of Main Street in Stockbridge, Massachusetts. The tribe is currently located in Wisconsin but maintains important ties to “Indian Town” (Stockbridge), where they lived in the eighteenth century before moving west as a strategic response to pressures of colonial expansion. The tribally-led project will use place-based storytelling to illuminate networks of kinship, Indigenous history and memory, and the area’s lasting significance to the Stockbridge Munsee Band of the Mohican Indians.


PRESS RELEASE FOR 2020-21 WHITING PUBLIC ENGAGEMENT PROGRAM GRANTS

The Whiting Foundation Announces $380,000 in Grants for Public Humanities Projects – a unique national program showcases partnerships among scholars, nonprofits, and citizens

FEBRUARY 27, 2020. The humanities are more than a set of subjects like history, literature, and philosophy; they are also a way of solving urgent problems. When they step beyond the walls of a university, the humanities can enrich public life in unique and vital ways: amplifying unheard or forgotten stories, giving public discourse depth and context, and applying essential insights from the long history of human inquiry.

The Whiting Public Engagement Program is a distinctive national grant founded to champion the public humanities in all its forms, and to highlight the roles scholars play in using the humanities to advance communities around the country.

Today we proudly award six $50,000 Fellowships & eight $10,000 Seed Grants to a vibrant cross-section of public-humanities collaborations. They draw on topics from medieval Islamic science to contemporary school security culture and use media from elementary-school curriculum (in philosophy, for kids on the US-Mexico border) to a walking-tour audio-guide (on Boston’s reproductive rights struggle).

Examples of this year’s fourteen projects and the challenges they address include:

  • A YouTube series celebrating the long history of Latinx life in the South, revealing, for the 500,000 Southern Latinx youth left out of the standard black-and-white narrative, 100 years of culture and contributions in the region
  • 7th-grade units on the Middle Ages, with a VR tour of Reims Cathedral, filling a major gap in Alabama’s K-12 curricular coverage of the pre-modern world while immersing both students and teachers in cutting-edge technology
  • A digital portal for Waganakising porcupine quillwork and its meanings, supporting the perpetuation of this art for a new generation of Tribal members and opening a window onto Tribal ways of life for non-Indigenous neighbors
  • A zine & community workshops on the pre-Columbian city of Teotihuacan to involve new local residents, brought to the once-rural area by recent urban development, in preserving the site and ensuring sustainable tourism
  • A free, credit-bearing Shakespeare course for adults returning from prison, responding to Atlanta returnees’ expressed desire to engage rigorously with these demanding texts, and co-designing open-access curriculum with students
  • Antiques Roadshow-inspired events revealing Texas’s “freedom colonies,” preserving artifacts and memories of these disappearing links between today’s urban Black Texans and the towns their ancestors founded after the Civil War