Scattered Memories of Difficult History and Museum Pedagogies of Disruption

Autor/in	Miles, James
Titel	Scattered Memories of Difficult History and Museum Pedagogies of Disruption
Quelle	In: Journal of Museum Education, 46 (2021) 2, S.272-281 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2021.1911537
Schlagwörter	Museums; Exhibits; Social Justice; Foreign Countries; Foreign Policy; Racial Bias; Civil Rights; Indigenous Populations; Violence; World History; War; Painting (Visual Arts); Canada + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Soziale Gerechtigkeit; Ausland; Außenpolitik; Racial discrimination; Rassismus; Bürgerrechte; Grundrechte; Zivilrecht; Sinti und Roma; Gewalt; Weltgeschichte; Krieg; Malerei; Kanada
Abstract	Public museums are increasingly exhibiting difficult histories that aim to challenge traditional national narratives of exclusion. This paper examines the "Being Japanese Canadian: Reflections on a Broken World" exhibit at the Royal Ontario Museum to provide insight into how innovative museum pedagogy might challenge hegemonic narratives and provoke new lines of thought. Using theories of difficult history and social justice pedagogy, this article argues that exhibits of difficult history have potential to shock visitors to thought; however, attention must be paid to how they also are co-opted to reinscribe the authority and legitimacy of public museums. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01