Fiona Vernal’s EPOCH program demonstrates how public, oral, and community histories can be embedded into undergraduate training through sustained collaboration with community partners and the production of public-facing work. Eric Carpio examines Buffalo Soldiers: reVision at Fort Garland as a curatorial intervention that reorients a historic site away from settler colonial narratives by centering Ute histories and Black military experience through spatial critique and interdisciplinary storytelling. Britney Murphy’s Titusville Oral History Project positions oral history as a reparative method, documenting environmental injustice while amplifying community knowledge, activism, and resilience. Cynthia Spence presents the Social Justice Fellows Program at Spelman College as an institutional model for training students to engage policy, advocacy, and social transformation through experiential learning.

Together, these projects highlight the possibilities—and limits—of decolonial public humanities work within and beyond institutional settings. The conversation will center questions of shared authority, community accountability, and the material challenges of sustaining this work over time. Structured as an interactive roundtable, the session prioritizes dialogue with the audience, inviting participants to collectively identify effective practices, ongoing tensions, and areas for growth in socially engaged, decolonial scholarship.