Art Museums and Exclusionary Visions of Nationhood: The Possibilities for Docent Training

Autor/inn/en	Anderson, Stephanie; Keenlyside, Emily
Titel	Art Museums and Exclusionary Visions of Nationhood: The Possibilities for Docent Training
Quelle	In: Journal of Museum Education, 46 (2021) 3, S.375-392 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2021.1955198
Schlagwörter	Museums; Arts Centers; Volunteer Training; Nationalism; Foreign Countries; Social Change; Training Methods; Canada (Montreal) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Freiwilliges Betriebspraktikum; Nationalismus; Ausland; Sozialer Wandel; Didaktik; Trainingsmaßnahme
Abstract	Art museums around the world play an integral role in the formation and preservation of collective identity and national belonging. As part of wider efforts for social change, these institutions are being challenged to decolonize and confront racism with renewed and sustained focus. As such, they are thinking more deeply about how they engage visitors with their collections. Within this context, this article considers how docents are uniquely positioned in the collective response to these calls for action. Drawing on strategies used in museum and teacher education pedagogy, it offers a renewed approach that emphasizes docent training's capacity to create meaningful experiences that dismantle exclusionary national narratives operating within collections and exhibitions. This article responds to calls for art museums to multiply voices and become spaces for decolonization, and will resonate with other museums, galleries, and heritage institutions invested in ongoing critical learning amongst volunteer and professional educators alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01