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This book is a compilation of case studies and analyses that can be used as a resource guide for college and university professors of foreign language and academic museum educators collaborating to develop new pedagogical approaches to teaching foreign language with and through objects in the academic museum. As institutions of higher education respond to the needs of an increasingly global and interconnected world, their educational missions prioritize learning in areas such as interdisciplinary thinking, collaboration, intercultural competency, and global citizenship. Academic museums are uniquely poised to facilitate learning experiences in these areas, providing institutions with an essential platform for realizing their larger mission.
Teach. & learn. in non-school settings such as museums is a topic of increasing interest to researchers in psych, educ (sci, art, soc stud), cog sci, and to specialists in museum educ. This book fits nicely into a small but rapidly expanding market.
Collaboration and interdisciplinary practice in the museum are on the rise. Academics, Artists, and Museums examines twenty-first century partnerships between the museum and higher education sectors, with a focus on art museums and exhibits. The edited volume offers detailed analysis of how innovative curatorial relationships between museums and academia have sought to engage new, younger, audiences through the collaborative transformation of museums and exhibitions. Thematic topics explored include the forming and nature of interdisciplinary partnerships, the integration of museum learning into higher education, audience engagement, and digital technology. With a particular emphasis on practice in the US, the range of projects discussed includes those at both widely recognized and lesser known institutions, from The Met to the Tohono O’odham Nation Cultural Center in the US, to Ewha University Museum in South Korea, and Palazzo Strozzi in Italy. The role of art and the work of the artist are firmly positioned at the core of many of the relationships explored. Academics, Artists, and Museums advocates for the museum as an experimental ‘laboratory’ where academia, art and the museum profession can combine to engage new audiences. It is a useful resource for museum professionals, artists, scholars, and students interested in collaboration and innovative practice.
Aimed at museum educators, Multiculturalism in Art Museums Today seeks to marry museum and multicultural education theories. It reveals how the union of these theories yields more equitable educational practices and guides museum educators to address misrepresentation, exclusivity, accessibility, and educational inequality. This contemporary text is directive; it encourages museum educators to consider the critical multicultural education theoretical framework in their day-to-day functions in order to illuminate and combat shortcomings at the crux of museum education: Museum Educators as Change Agents Inclusion versus Exclusion Collaboration with Diverse Audiences Responsive Pedagogy This book adopts a broad definition of multiculturalism, which names not only race and ethnicity as concerns, but also gender, sexual orientation, religion, ability, age, and class. While focusing on these various facets of identity, the authors demonstrate how museums are social systems that should offer comprehensive, diverse educational experiences not only through exhibitions but through other educational activities. The authors pull from their own research and practical experiences which exemplify how museums have been and can be attentive to these areas of identity. Multiculturalism in Art Museums Today is hopeful and inspiring, as it identifies and commends the positive and effective practices that some museum educators have enacted in an effort to be inclusive. Museum educators are at the front-line interacting with the public on a daily basis. Thus, these educators can be the real vanguard of change, modeling critical multicultural behavior and practices.
Teaching in the Art Museum investigates the mission, history, theory, practice, and future prospects of museum education. In this book Rika Burnham and Elliott Kai-Kee define and articulate a new approach to gallery teaching, one that offers groups of visitors deep and meaningful experiences of interpreting art works through a process of intense, sustained looking and thoughtfully facilitated dialogue.--[book cover].
At the beginning of the 21st century museums are challenged on a number of fronts. The prioritisation of learning in museums in the context of demands for social justice and cultural democracy combined with cultural policy based on economic rationalism forces museums to review their educational purposes, redesign their pedagogies and account for their performance. The need to theorise learning and culture for a cultural theory of learning is very pressing. If culture acts as a process of signification, a means of producing meaning that shapes worldviews, learning in museums and other cultural organisations is potentially dynamic and profound, producing self-identities. How is this complexity to be ‘measured’? What can this ‘measurement’ reveal about the character of museum-based learning? The calibration of culture is an international phenomenon, and the measurement of the outcomes and impact of learning in museums in England has provided a detailed case study. Three national evaluation studies were carried out between 2003 and 2006 based on the conceptual framework of Generic Learning Outcomes. Using this revealing data Museums and Education reveals the power of museum pedagogy and as it does, questions are raised about traditional museum culture and the potential and challenge for museum futures is suggested.
The science museum field has made tremendous advances in understanding museum learning, but little has been done to consolidate and synethesize these findings to encourage widespread improvements in practice. By clearly presenting the most current knowledge of museum learning, In Principle, In Practice aims to promote effective programs and exhibitions, identify promising approaches for future research, and develop strategies for implementing and sustaining connections between research and practice in the museum community.
New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2023 was the 16th annual conference and was held as a hybrid event. The conference took place from June 14–16, 2023., both in New York and online, and included a special track: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track. Topics covered in this book include among others: online learning methodologies, diversity and inclusion in learning, case studies in university and corporate settings, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. The papers included in this book are of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.
This book addresses increasingly diverse language learning trajectories in a modern, globalized world, specifically outside of formal classroom situations and with respect to second and additional language practices. This includes, but is not restricted to, intersections of formal and informal learning, computer-mediated contexts as well as family contexts and language learning in multilingual contexts. The book provides a current and specifically anthropological view on the second and additional language acquisition in non-school settings through various studies. It is unique in its focus and scope and is relevant to anthropologists and linguists, who are interested in the intersection of language and culture.
Grounded in the strengths of its first edition, this book has been restructured to include new papers and recent articles, and presents front-running theory and practice as it addresses the relationships of museums and galleries to their audiences.