Documenting Museum Education during Intersecting Pandemics

Santos, Paula Wivianne Quirino dos; McCray, Kimberly H.; Fernandez, Gwendolyn; Rundahl, Amanda Thompson

doi:10.1080/10598650.2021.1997241

Cited by 4 publications

(3 citation statements)

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“…Museums also used this time for "future-oriented thinking" to expand their profile, reimagine and strengthen their role in the community, and develop permanent exhibits; while others focused on making museums more inclusive and accessible (Cecilia, 2021). Despite these shifts, responses by public libraries and museums during the COVID-19 pandemic have been under a more critical lens, with recent studies highlighting crucial areas for improvement and rethinking amid laudation (Mehra, 2021;Santos et al, 2021). Co-design work with youth services public librarians during the pandemic has revealed that many struggled with moving beyond fulfilling short-term needs and reaching more vulnerable community members (Subramaniam & Braun, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Similarly, museum educators have struggled to address diversity, equity, and inclusion initiatives, particularly how to adequately address the Black Lives Matter movement in a time of intersecting crises (Santos et al, 2021) and how to reach historically marginalized populations online despite the digital divide (Zollinger & DiCindio, 2021). Public libraries and librarians that adopted proactive approaches, ones involving considerable changes to their previous services, were found to be more effective at serving their community than the other types of approaches during the COVID-19 pandemic (Mansourian, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Shifting Roles

Kociubuk

Mueller

Wardrip

et al. 2022

PAAC

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This paper examines the shifting roles of youth service librarians and museum educators during the COVID-19 pandemic. While changes in job duties, processes and day-to-day practices were inevitable, the article argues that practitioners viewed their service as continuous with pre-pandemic roles. Based on interviews with 20 practitioners, the article analyzes two constructs that emerged as professionals described their pandemic roles: guiding principles and collaboration. Not only did these discursive constructs provide a sense of continuity, they also served to advocate for the role of libraries and museums. These findings indicate the importance of reflecting and drawing on guiding principles and collaborations to make decisions about services during times of crisis.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Shifting Roles

Kociubuk

Mueller

Wardrip

et al. 2022

PAAC

View full text Add to dashboard Cite

show abstract

“…Interviews with all participants happened during distinct historical momentsone that drew public attention to colonial histories and settler-Indigenous relations, the other that drew attention to intersecting pandemics (Santos et al, 2021). I interviewed docents on the heels of the anniversary of Canadian confederation (2017), not long after the release of the Truth and Reconciliation Commission's final report (Truth and Reconciliation Commission of Canada, 2015) in which the Canadian Museums Association and the museum sector are named in its calls to action.…”

Section: Background and Contextsmentioning

confidence: 99%

Practicing Change, Changing Practice: Gallery Educators’ Professional Learning in Times of Reckoning and Upheaval

Keenlyside¹

2022

Marilyn Zurmuehlen Working Papers in Art Education

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Art museums are increasingly responding to calls for exhibitions, community engagement, and institutional changes that confront and unsettle taken-for-granted knowledge, structures, and ways of working. Grounded in such a dynamic and evolving field, this qualitative study asked the following: What does gallery educators’ own learning look like -- and what motivates it? How does ongoing competency building inform critical dialogue with visitors and support wider efforts to reshape the field through an ethos of social justice? Drawing on tenets of critical pragmatism, transformative adult learning, and constructivist grounded theory, my thesis comprised three manuscripts based on findings from two series of interviews with gallery educators in Canada and Scotland. This article highlights my findings, contextualizing my analyses on the shifting ground shaping gallery education in both countries. In doing so, it contributes to both a relative paucity of scholarly research on critical professional learning in art museums and an emerging body of literature addressing the impact of the coronavirus pandemic on the working lives of gallery educators and the futures that lie ahead.

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