Journal of Museum Education最新文献

{"title":"Towards Sensibilities of Caring with and for Museum Objects in a University Context","authors":"Ana Baeza Ruiz","doi":"10.1080/10598650.2022.2147351","DOIUrl":"https://doi.org/10.1080/10598650.2022.2147351","url":null,"abstract":"ABSTRACT Within the prevalent logic of the neoliberal university, teaching and learning are subject to academic audits, performance indicators and quality assurance measures. These impact on the relationships between educators and students, placing an emphasis on self- over collective interests, aspirational mobility, and a culture of ‘speed’ and productivity that leaves little time for reflection. The effects of this are perhaps even more acutely felt in former polytechnic (post-92) universities, where the focus lies on employability, the creative industries, and vocational training. In this context, what does it entail to bring care into the learning environments? This paper considers the activist potential of embodied pedagogies to generate ways of knowing that confront discourses of neoliberal education. Drawing on object-based pedagogic practice with students in face-to-face sessions at the Museum of Domestic Design and Architecture (Middlesex University), the paper considers how such encounters might generate radical practices of care. How might the museum formulate arguments which challenge institutional expectations to perform in the knowledge-based economy? To what extent might these spaces open possibilities for an alternative “commons” beyond neoliberal logics?","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"486 - 500"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45922187","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 Museums, Decolonizing Minds: Three Politically Aesthetic Interventions by African Diaspora Artists","authors":"C. Dixon","doi":"10.1080/10598650.2022.2140554","DOIUrl":"https://doi.org/10.1080/10598650.2022.2140554","url":null,"abstract":"ABSTRACT This article examines forms of activism in which artistic expression features as a means of raising awareness and catalyzing progressive change on matters of equality, diversity, inclusion and social justice. Focusing in particular on anti-racist and decolonial activism within the context of art museums, experimental project spaces and collections of ethnography, selected works from the oeuvres of contemporary African diaspora artists and curators are foregrounded to highlight various ways that creative interventions conceptualized by people of color are positively impacting on museum education and institutional change – in the UK, as well as throughout Europe and the West more broadly. The analysis takes into consideration the transformational impacts that artists’/artist-curators’ installation projects, research residencies, and exhibitions can provoke amongst museum staff, visiting audiences and wider publics. Three case studies of art-political activism from the portfolios of contemporary visual artist-curators Nathalie Anguezomo Mba Bikoro, Yinka Shonibare CBE and Zak Ové serve to exemplify how creative approaches to anti-racist and decolonial activism complement and augment more customary museum education program offerings, policy-related interventions, and protest-based action within the arts and heritage sectors.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"459 - 475"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44131234","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":"Education and Activism: One and the Same?","authors":"Michelle Moon","doi":"10.1080/10598650.2022.2151086","DOIUrl":"https://doi.org/10.1080/10598650.2022.2151086","url":null,"abstract":"When Erica Robenalt, David Farrell-Banks, and Katie Markham – the guest editors of this issue – approached the Journal of Museum Education (JME) with a collection of articles on “Activist Pedagogies,” it promised to be a natural fit. The Museum Education Roundtable (MER) has long published work on the intersections of museum education and social change. In fact, its nearly 50-year publication history is a record of increasing “museum activism,” as the guest editors define it: “the practice undertaken by museums to influence and alter future practice, engaging with social needs.” The founding of MER in 1973 was one reflection of widespread activism then taking root within the growing community of museum educators, as they began to build professional networks, establish principles, and address shared challenges. With each passing decade since, it is easy to discern in the pages of the JME a deepening concern with social conditions and social change. In 1984, Mary Ellen Munley, writing on her participation in the American Association of Museum’s two-year commission study “Museums for a New Century,” noted in these pages that one of the report’s core principles was “the notion of the museum in service to society” as “a guiding force for the near future.” The conclusions of this US-based commission were similar to those reached earlier by ICOM-CECA in its 1977 colloquium “Museums and Social Life,” during which then-secretary Luis Monreal asserted that “museums are institutions that are part of their society and not marginal... the museum must serve society.” Each decade since has brought an increased intensity of focus on inclusion, representation and access in museum education, efforts which our guest editors might term “museum activism.” After the publication of “Excellence and Equity” in 1992, a chorus of voices in this journal and elsewhere argued for the importance, even the requirement, of museum educators’ engagement in issues of civic life and social justice. Growing in strength into the “oughties” and the 2010s, this “turn to activism” brought with it JME issues that focused on topics of justice and social import: “Building Diversity in the Museum” (2009); “Engaging Visitors to Create Positive Futures” (2013); “Shared Authority: The Key to Museum Education as Social Change” (2013); “Identifying and Transforming Racism in Museum Education” (2017); “Museums as Allies: Mobilizing to Address Migration” (2019); “Museums and Public Climate Action” (2020); “Queering the Museum” (2020); and “Disability Justice in Museum Education: Re-Framing Accessibility as Anti-Ableism” (2022), among others. These and other reflections of practice in the JME are one strand of evidence that museum education and activism have been closely aligned for some time. Even so, the guest editors note that museums are a place where “innovation from activists. in particular, has sometimes been suppressed.” Certainly, it doesn’t take too much memorysearching to surface instance","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"395 - 400"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481682","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":"Social Class in UK Museums: Mark Taylor Interviews Michelle McGrath","authors":"Michelle McGrath, Mark Taylor","doi":"10.1080/10598650.2022.2147355","DOIUrl":"https://doi.org/10.1080/10598650.2022.2147355","url":null,"abstract":"ABSTRACT What is the experience of working-class museum professionals in the UK, and what is the Museum as Muck network doing about it? This is a conversation between Michelle McGrath, founder of Museum as Muck, and Mark Taylor, who researches inequalities across cultural and creative industries in the UK. The interview introduces Museum as Muck, which is a network for working-class museum workers, explaining their activism and work. It also discusses broader themes that explain the relative lack of working-class museum workers, including working for free, nepotism, and how entry-level roles are advertised, and moves on to discuss the mechanisms through which class inequality persists even once working-class people have entered the sector. It concludes with a discussion of how current museum professionals and museum educators can influence practice to make museums a more welcoming and supportive environment for working-class people, both in the UK and internationally.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"414 - 427"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45946190","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":"Activist Pedagogies in Museum Studies and Practice: A Critical Reflection","authors":"Erica Robenalt, David Farrell-Banks, Katie Markham","doi":"10.1080/10598650.2022.2147359","DOIUrl":"https://doi.org/10.1080/10598650.2022.2147359","url":null,"abstract":"What constitutes activism? It is a slippery term, containing an inherent subjectivity. In exploring activist pedagogies, as we approach them alongside our fellow authors in this Special Issue, we outline our perspective on activism and its link to museum education and practice. Museums have always been sites of political conflict. However, the recent turn toward activism is a newer aspect of their professional practice. Challenging the myth of neutrality in these spaces, practitioners and staff at all levels, as well as those teaching museums, galleries and heritage studies at the university level, have in recent years, begun to build activist perspectives and practices into their programs in order to advocate for global social justice and change. This Special Issue is designed to capture this shift toward a more activist practice amongst practitioners and academics who engage with museums. Born out of a seminar series, Museums, Galleries and Heritage (Studies) from the Edges, which was organized at Newcastle University (UK) between 2019 and 2020, this Special Issue, like the seminar series, is focused on bringing together voices at the foreground of activist teaching and practice from across the museum sector and higher education. Whilst our own background as editors of this Special Issue is primarily an academic one, our experience of running the seminar series at Newcastle University – in which sessions on class, decolonization, (dis)ability, queerness and race were jointly led by academics and practitioners from the cultural sector in the UK – convinced us of the need to increase the opportunities for dialogue between those academics and practitioners who are in pursuit of activist aims. In many ways, a written journal is not the most natural medium for these dialogues; however, we hope this Special Issue will provide a useful starting point for those looking to insert some of these ideas and conversations into their own practices. The value of academic-practitioner collaborations both to educational and activist work in museums has already been discussed, both within this journal and elsewhere. However, this Special Issue represents the first time that such conversations have been united through the specific consideration of shared activist pedagogies across these sectors. We find it important to think about the range of pedagogies involved when we intertwine discussions between higher education and museum sites. It is helpful to think about the process, as Loutzenheiser describes, of how knowledge is transferred from professors, museum practitioners and possible activists who train incoming","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"401 - 413"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795492","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":"Translation Practices in Museums: What the Research Says","authors":"Reema Ghazi","doi":"10.1080/10598650.2022.2091834","DOIUrl":"https://doi.org/10.1080/10598650.2022.2091834","url":null,"abstract":"ABSTRACT Historically museums have provided select introductory orienting materials in languages other than English to support a tourist base. Increasingly, museums are looking to increase their interpretive materials in other languages to provide linguistic diversity, and the institutional motivations for doing so are expanding beyond the needs of tourists. This article will review new trends and research on current translation practices across a broad range of U.S. museums and provide considerations for how the staffing and assessment of translation work in a museum setting may work, taking into account the trade-off between lack of resources and burden on multilingual staff. To inform possibilities for museums, this piece looks at protocols from other public-facing organizations that have a standing history of facilitating linguistic access.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"501 - 509"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940362","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":"Abandoned in the Archives? Collaborating with Disabled People Towards More Inclusive Spaces","authors":"J. Boys, Zoe Partington","doi":"10.1080/10598650.2022.2147357","DOIUrl":"https://doi.org/10.1080/10598650.2022.2147357","url":null,"abstract":"ABSTRACT The DisOrdinary Architecture Project was co-founded in 2008 by Zoe Partington, a partially blind artist who has a chronic condition, and Jos Boys, to promote activity that develops and captures models of new practice for the built environment, led by the creativity and experiences of disabled and Deaf artists. Since then, through this platform, diverse disabled artists have been working with students, educators, museums, galleries, architectural professionals and other cultural practitioners to co-explore innovative and creative ways to think about improving access, equality and inclusion. In this article, framed as a conversation between the DisOrdinary’s two founders and co-directors, we link disability arts and activism to wider artistic and campaigning practices for inclusion. We explore what alternative kinds of museum and gallery spaces we need, and also their underpinning archival, curatorial and educational practices. How can we unlock the potential for change by ensuring excluded people are at the heart of decision-making? What are the barriers? What kinds of critical and provocative creativity can unlock disabled people’s stories and artifacts, as a vital part of our heritage and learning?","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"442 - 458"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44487096","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":"How Interested Are Planetarium Visitors in Astronomy? Comparing Online and In-person Audiences","authors":"J. Trucks, S. Schmoll, K. Hinko, Gloria I. Lopez","doi":"10.1080/10598650.2022.2087162","DOIUrl":"https://doi.org/10.1080/10598650.2022.2087162","url":null,"abstract":"ABSTRACT During the COVID-19 pandemic, informal learning environments (ILEs) were forced to move programming online for the safety of staff and visitors. The Big Astronomy Project responded to the pandemic by releasing a planetarium show as a virtual YouTube 360 stream. This project was also utilized in the late stages of the pandemic in-person at planetarium theaters, offering an opportunity for comparison between two modalities of showing a planetarium program. In general, ILEs often have a clear ambition to spark interest and support existing interest in order to support continued engagement after a visit. We use the four-phase interest model to characterize and compare audience’s prior interest levels between a virtual and in-person environment. We used focus groups and interviews with audience members consisting of 46 individuals across the 2 modalities. We found that the individuals who watched the show virtually tended toward later phases of interest compared to those who watched the show in-person. We also explore how different audiences rated their level of interest. Based on these results we suggest that the virtual and in-person activities may need to be targeted to different audience interest levels.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"510 - 520"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43927772","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":"The Ethics of Care: The Importance of Having an Education Collections Manager in the Era of Museum Decolonization","authors":"Alvin Logan, Margaret M. Saunders","doi":"10.1080/10598650.2022.2135356","DOIUrl":"https://doi.org/10.1080/10598650.2022.2135356","url":null,"abstract":"ABSTRACT Caring for many objects is one of the more challenging aspects of the museum profession. In museums that collect cultural belongings, utilizing best care practices ensures that objects of cultural heritage can be studied and appreciated by the peoples whose cultures they represent. Thus, providing collections care is necessary to support learning and to further the efforts of decolonization. However, in many museum education departments, a specialized collections management role does not exist to care for teaching collections. This case study examines why it is essential for education departments to have a dedicated collections manager, particularly in the era of museum decolonization. The case study details how the Burke Museum of Natural History and Culture in Seattle, Washington, applied decolonial efforts to collection management as our team preserves a cultural belonging from the Lummi Nation in our teaching collection.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"476 - 485"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46021224","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":"Science Together: Co-Creating Meaningful Informal Science Education Experiences Between a Science Center and a Temporary Homeless Shelter – A Case Study","authors":"Max Cawley, Tasha Melvin, Jenna Gant, Stepheny Hine, Ashley Robbins, Peregrine Bratschi, Imani Vincent","doi":"10.1080/10598650.2022.2097990","DOIUrl":"https://doi.org/10.1080/10598650.2022.2097990","url":null,"abstract":"ABSTRACT Homeless families are a vulnerable population not often engaged with directly by science centers. In 2019, the Museum of Life and Science formalized and strengthened a partnership with Families Moving Forward, the largest temporary homeless shelter serving families in Durham County, North Carolina. This partnership aimed to engage families in a co-creation process of understanding needs, co-developing projects, and delivering based on mutual interests between stakeholders. Along the way, lessons learned included designing equitable active listening opportunities, honest and transparent assessments of needs and assets, learning how to meet a new audience where they were, and learning how to be inclusive and accessible to an audience who is rarely designed with or for in museum settings.","PeriodicalId":44182,"journal":{"name":"Journal of Museum Education","volume":"47 1","pages":"301 - 309"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373539","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}