A University-Museum Partnership for Creative Internships in Cultural Technology

Autor/inn/en	Addario, Lauren; Langer, Miriam
Titel	A University-Museum Partnership for Creative Internships in Cultural Technology
Quelle	In: Journal of Museum Education, 41 (2016) 4, S.275-285 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2016.1224614
Schlagwörter	Museums; Partnerships in Education; Universities; Internship Programs; College Students; Economically Disadvantaged; Minority Group Students; Mentors; Culture; Program Effectiveness; Art Education; New Mexico + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Hochschulpartnerschaft; University; Universität; Berufspraktische Ausbildung; Collegestudent; Kultur; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	Engaging disenfranchised populations in cultural work is a challenge. New Mexico Highlands University (NMHU) is an Hispanic Serving Institution located in rural northern New Mexico. Our students reflect the regional culture and are primarily Hispanic and Native American. They had little interest in museums, places where they felt marginalized and unwelcome. We designed the AmeriCorps Cultural Technology Internship Program with the mission to make real change in museums while providing access to meaningful careers for NMHU media arts students. How do we do it? We start by paying our interns; it is no secret that economically disadvantaged students cannot afford to forego payment. We encourage student voices because they often possess multi-generational knowledge of New Mexico's cultural heritage. We place a high value on the technology skills that our students contribute when working in the most prestigious New Mexico museums. Our 10-year-old program proves why this is a game-changing, sustainable, and replicable model for university-museum partnerships. By encouraging the students to use their skills in cultural institutions and paying them a living wage, we have changed the narrative from one of exclusion and disenfranchisement to one of inclusion and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01