Critical Adult Education and the Art Gallery Museum

Autor/in	Clover, Darlene E.
Titel	Critical Adult Education and the Art Gallery Museum
Quelle	In: International Journal of Lifelong Education, 37 (2018) 1, S.88-102 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1397785
Schlagwörter	Adult Education; Arts Centers; Museums; Foreign Countries; Nonformal Education; Art Products; Exhibits; Qualitative Research; Interviews; Observation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Museum; Museumswesen; Museen; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Künstlerische Produktion; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung
Abstract	Although burdened by legacies of elitism, exclusion and paternalism, some public museums are attempting to respond to the socio-environmental problems currently facing our planet by developing critical non-formal educational activities to foster consciousness and change. This article explores one such response; a six-week non-formal course entitled Art and Slow Violence hosted at Tate Modern and Tate Britain galleries in London. The course was centred around a variety of artworks and multimedia representations aimed to stimulate dialogue, reflections and meaning making about the social and ecological impacts of the aftermaths of climate change, war and conflict. As a participant researcher, I gathered data through observations, journaling, and interviews. Findings show tensions between learning and education, expert-teacher and novice-learner, audience wants and knowledge assumptions, instructor and organisations expectations and challenges vis-à-vis self-direction around the artworks. Yet the course was powerful, particularly the informal gatherings following each class and the stories the artworks told and represented. Together, these served as means to question critically, reflect, debate and comprehend differently, the complex, contentious, but often 'invisible' socio-environmental challenges of our time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01