Journal of Museum Education最新文献

{"title":"Diversity, Equity, Inclusion, and Accessibility in Museums: A Trauma-Informed Approach to Programming Around Canada's Response to the Global Refugee Crisis","authors":"Keely Maddock","doi":"10.1080/10598650.2022.2092704","DOIUrl":"https://doi.org/10.1080/10598650.2022.2092704","url":null,"abstract":"ABSTRACT Cultural institutions strive to integrate Diversity, Equity, Inclusion, and Accessibility (DEIA) practices. Trauma-informed approaches to education are one way to support DEIA initiatives. This article demonstrates how to move from awareness of trauma-informed approaches into active practice. It explores how one museum developed programming to educate children aged 5–12 years and the general public while remaining an ally to the local refugee community.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"310 - 318"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49144365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Food for Thought: Spotlighting Baltimore's Frontline Food Service Workers","authors":"Auni Gelles, B. Maloney, E. Marchetta, Anne C Rosenthal","doi":"10.1080/10598650.2022.2062152","DOIUrl":"https://doi.org/10.1080/10598650.2022.2062152","url":null,"abstract":"ABSTRACT This article outlines a collaboration between staff from the Baltimore City Public School district Food and Nutrition Services and the Baltimore Museum of Industry. The Food for Thought project honors the frontline food service workers who nourished Baltimore students throughout the pandemic and inspires action to address food insecurity. A temporary exhibition at the museum is complemented by a permanent installation at the school district headquarters. This project was more than its end product. This partnership required active listening, remaining open to new models of thinking, and evolving expectations. Its structure demanded that we all respect varied expertise within and outside our institutions. While not perfect, this partnership aimed to move beyond collaboration to co-creation by offering multiple opportunities for participants to make decisions. The effort to support community well-being starts with engaging with partners in true collaboration based on mutual respect, shared goals, and building off each other’s strengths.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"343 - 352"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44517137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-Creating History: The Case of WORTHY as a Virtual Collaborative Museum","authors":"Camilla Marini, D. Agostino, Loretta Simoni","doi":"10.1080/10598650.2022.2076777","DOIUrl":"https://doi.org/10.1080/10598650.2022.2076777","url":null,"abstract":"ABSTRACT Value co-creation unfolds as a system of interactions in which the user and service provider play an active role in collaboratively creating values that go beyond economical and financial worth. Value co-creation is a growing trend in museums; however, little is known about how it can enhance educational activities, especially concerning digital technologies. This study analyzes the role of digital technology in the value co-creation process by addressing the following research questions: (1) how can museums, and schools implement actions to enhance co-creation activities? and (2) how does digital technology contribute to the generation of a value co-creation approach, engaging a young target audience in history education? The research adopts a single case study methodology, which is based on WORld Wars Toward Heritage for Youth (WORTHY), an educational European project that involves cultural and educational institutions from Germany, Poland, Croatia, England, and Italy. WORTHY creates a virtual collaborative museum through a digital platform. The paper’s findings make clear that digital technologies play a role in value co-creation through two main experiences: learning and sharing. In the learning experience, digital co-creation is grounded in artifacts and contents, while during the sharing experience, digital technologies play a role relatively to people and content.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"385 - 394"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45406711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"At-Home Anthropology: A Recipe for Collaboration","authors":"E. M. Campbell, Elizabeth Schragen","doi":"10.1080/10598650.2022.2084279","DOIUrl":"https://doi.org/10.1080/10598650.2022.2084279","url":null,"abstract":"ABSTRACT The COVID-19 pandemic drastically changed the way many schools and museums operate. Using a case study of a collection of digital resources for kids and families, the authors share their recipe for successful collaborations both in and outside of their museum. With a practitioner focus, the authors highlight the importance of not forgetting the lessons of pandemic successes in organizations during the return to in-person work.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"374 - 384"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Centering Adult ESOL Students in the Museum Through Art and Art-Making","authors":"Christina M Marinelli, Caryn Davis, Isis Rivas","doi":"10.1080/10598650.2022.2070111","DOIUrl":"https://doi.org/10.1080/10598650.2022.2070111","url":null,"abstract":"ABSTRACT In 2020, the Brooklyn Museum Education Department, like many departments in museums across the globe, engaged in a reevaluation of its programs and priorities in light of the COVID-19 pandemic. As we reassessed what responsive programming could and should look like for our audiences, the Adult Learning Division within Education decided to prioritize further developing our adult literacy initiatives, including programs and partnerships for English for Speakers of Other Languages (ESOL) students and teachers. One such partnership resulted in a template for incorporating art-making in language learning and for centering the voices of adult language learners within the context of a public pop-up talk at the Museum. This article shares some of the lessons the museum educator, ESOL teacher, and ESOL students learned through the collaboration, as well as reflections from the public at the culminating event as revealed through survey work.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"331 - 342"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43714194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Museums as Collaboration Zones","authors":"Nathaniel Prottas","doi":"10.1080/10598650.2022.2105505","DOIUrl":"https://doi.org/10.1080/10598650.2022.2105505","url":null,"abstract":"understanding the museum as a static, monolithic institution at the centre of power, is read as an unstable institution attempting to come to grips with the e ff ects of the colonial encounter, an attempt which has both positive and negative a ff ects [ sic ] on those involved.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"297 - 300"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44640172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a Collaborative Reflex","authors":"M. Madeja, Bayard Miller","doi":"10.1080/10598650.2022.2070695","DOIUrl":"https://doi.org/10.1080/10598650.2022.2070695","url":null,"abstract":"ABSTRACT When going through an internal reorganization, how do you kick-start new collaborations in a healthy manner? Revolutionary City: A Portal to the Nation’s Founding digital project provided the newly reorganized American Philosophical Society’s (APS) Library and Museum the means to do just that. Leveraging the resources of a grant, two departments in the organization (Education Programs and the Center for Digital Scholarship) were able to learn from each other in a collaborative effort. The combination of internal reorganization, external resources and accountability, and collaboration allowed for easy change management, a strong product, and a reflex for future projects.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"366 - 373"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44661776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Please Touch the Artifacts: Education and Collections Departments Co-Design an Exhibit for Family Audiences to Practice Primary Source Inquiry","authors":"Emily R. Zinn","doi":"10.1080/10598650.2022.2069217","DOIUrl":"https://doi.org/10.1080/10598650.2022.2069217","url":null,"abstract":"ABSTRACT Pack It Up! was a fully interactive history exhibit for all ages, targeting primarily families with elementary-school-aged children. It invited visitors to work collaboratively through open-ended object inquiry and primary source analysis. Collaborative exhibit design between the education and collections departments led to an exhibit that answered these questions: 1. How can an object-based exhibit be made fully hands-on? 2. How can an exhibit support young visitors to develop empathy for people from the past?3. How can an all-ages exhibit address elementary school social studies standards?Even as highly interactive exhibits become ubiquitous, in the museum field we often see artifacts and interactives as mutually exclusive. Pack It Up! made local history accessible to a unique range of audiences and learning styles without facilitation by fusing museum education and collections pedagogies. The collaboration between the collections department and the education department led to creative solutions to exhibit challenges we saw an opportunity to address. The exhibit offered a new way to use objects to teach the processes of historical inquiry to audiences of all ages.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"353 - 365"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49642910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming Museum Education Through Intangible Cultural Heritage","authors":"A. Ferrer-Yulfo","doi":"10.1080/10598650.2022.2080966","DOIUrl":"https://doi.org/10.1080/10598650.2022.2080966","url":null,"abstract":"ABSTRACT This paper examines how museum education is transformed through intangible cultural heritage (ICH) as defined by UNESCO. It demonstrates how museums can support the intergenerational transmission of ICH and its long-term sustainability by recognizing and valorizing ICH practices, the role of the bearer communities in safeguarding processes, and the importance of collaboration. Such is the approach taken by ICH museums, where communities take the leading role in museum education. The Museo del Baile Flamenco (Flamenco Dance Museum) and the Museu do Fado (Fado Museum) are two examples of how education within this type of museum can not only raise awareness about ICH but also promote the teaching and learning of these expressions both within and outside bearer communities. Each of these museums was studied from 2017 to 2019 as part of a research project seeking to understand how ICH museums approached the musealization and safeguarding of intangible cultural expressions while taking into consideration the vital role of communities and working collaboratively with these stakeholders.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"319 - 330"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disability and the Inclusive Intention","authors":"Michelle Moon","doi":"10.1080/10598650.2022.2082726","DOIUrl":"https://doi.org/10.1080/10598650.2022.2082726","url":null,"abstract":"For many years, museum education practice has been guided by the watchword inclusion – an ideal for public service and professional practice rooted in more than a century of work to expand museum audiences. Most museum educators would likely say that they embrace the intention to be inclusive practitioners, a commitment fostered by the likes of the Inclusive Museum Research Network (founded 2008), The Incluseum (founded 2012), MASS Action (launched 2016), and many other professional associations, grassroots groups, institutional initiatives, and individual leaders. But throughout this phase of our profession’s development, there’s been an odd parallax – our work toward inclusion has often remained separate from, or has completely overlooked, disability as a dimension of identity. Instead, the tendency has been to view inclusion for people with disabilities as a need for “access,” a concept that leads us into a focus on physical affordances, legal compliance, or accommodation, rather than a fundamental mindset of allyship with people with disabilities as active (or potential) museum users, learners, and workers. This dichotomy is rooted in part in the progression through which disability consciousness initially permeated museums. As the authors relate, when disability awareness first began to arise in museum institutions, it was through a rights-based framework – a response to the demands and standards of new legislation in the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA). These entry points brought with them a legalistic focus on the built or designed environment, demands for workplace and public accommodation, and actionable standards for statutory compliance. These origins laid a path in which disability access escaped wider affirmation as an element of inclusive practice, instead reducing them to a checklist of accommodations to follow, or as Eisenhauer Richardson calls it here in “Museum Education for Disability Justice and Liberatory Access,” an “etiquette course” in appropriate language and pedagogy. This mechanistic and legalistic approach has sometimes led to a certain anxiety amongst museum practitioners, reflected in commonly heard questions: What should we be doing to make our museum accessible? What are we required to do? Have we done enough? Is it possible to do everything? In many cases, our field’s guiding resources and professional literature have not yet supported a shift away from the deficit-based framing that positions disability as a problem to be solved. The manual of practice Museum Administration 2.0, for example, houses its primary discussion of disability in the chapter titled “Legal Issues.” The American Alliance of Museums’ page on Accessibility takes a “fix-it” approach as well, listing how-to articles about accommodation technologies and program formats. Individual museums often make one or two major moves","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"125 - 129"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}