“…This is interesting, as it both departs from a previous study (where only 15.5% of similar graduates chose ‘gainful employment’ or ‘career advancement’ as a reason for taking up their studies (Duff et al, 2010: 368)) and because post-graduate qualifications actually hold something of an ambivalent status amongst employers and industry leads in the sector (e.g. Davies, 2007; Duff et al, 2010); a dissonance that may well be ascribed to the historical tension that has existed between the new museology of Museum Studies, and the museum world (Macleod, 2001; Teather, 1991), further amplified by what Jennings (2016: 3) observes as a recent ‘explosion in the number of museum studies courses’, resulting in ‘more graduates than there are jobs available’.…”
This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault’s concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects ‘lacking’ the resources needed for work – an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from ‘lacking student’ to ‘employable graduate’ is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students’ perspectives and anxieties around employability.
“…This is interesting, as it both departs from a previous study (where only 15.5% of similar graduates chose ‘gainful employment’ or ‘career advancement’ as a reason for taking up their studies (Duff et al, 2010: 368)) and because post-graduate qualifications actually hold something of an ambivalent status amongst employers and industry leads in the sector (e.g. Davies, 2007; Duff et al, 2010); a dissonance that may well be ascribed to the historical tension that has existed between the new museology of Museum Studies, and the museum world (Macleod, 2001; Teather, 1991), further amplified by what Jennings (2016: 3) observes as a recent ‘explosion in the number of museum studies courses’, resulting in ‘more graduates than there are jobs available’.…”
This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault’s concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects ‘lacking’ the resources needed for work – an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from ‘lacking student’ to ‘employable graduate’ is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students’ perspectives and anxieties around employability.
“…Por otro lado, en el plano internacional, se han desarrollado enormemente los estudios de museos desde múltiples perspectivas (Macdonald, 2011;MacLeod, 2001), siendo muy destacable la producción investigadora en el ámbito de la educación no formal, abordando análisis de las propuestas didácticas realizadas en museos o en centros de interpretación del patrimonio. También en esta línea, en el ámbito nacional, podemos encontrar los trabajos de Masriera Esquerra (2007), donde se hace un estudio comparativo de los planteamientos didácticos en diferentes centros de interpretación patrimonial, de Rico Cano (2009) sobre los materiales de museos, de Martín Cáceres (2012) sobre la comunicación patrimonial en el museo, de Tejera (2013), respecto al papel educativo de los museos virtuales o la interactividad en los museos (Santacana y Martín Piñol, 2010).…”
La conformación de las identidades y sus relaciones con la formación de la ciudadanía son problemas relevantes dentro de las sociedades actuales, que están siendo también abordados desde la perspectiva de la educación patrimonial, tanto en la educación formal, como no formal e informal. Este trabajo analiza las relaciones entre identidad, ciudadanía y patrimonio, centrándose en el tratamiento didáctico que se desarrolla desde esta perspectiva en los museos. Para ello, se contrastan, empleando una metodología cualitativa, tablas de categorías, de observación y registro de datos, las propuestas educativas de museos del ámbito norteamericano con las de museos españoles. Se ponen de manifiesto dos formas diferentes de articular este discurso, reflexionando sobre las diferencias encontradas entre ambos contextos culturales y los obstáculos detectados para desarrollar propuestas educativas dentro del marco de referencia teórico, simbólico-identitario, holístico, participativo y socio-crítico, del que se parte.
“…Pode-se afirmar que independente da tipologia do museu e da qualificação de seus educadores, o fazer educativo nesses locais é complexo e merece ser compreendido para além do foco exclusivo nas tarefas e procedimentos, pautando-se também na experiência, na ação, nos processos de pensamento e nas suas interdependências. Nessa lógica, a dimensão da prática museológica, que inclui a educação, é reflexiva, pois integra o conhecimento teórico às suas práticas cotidianas por meio da construção das identidades de seus atores (Macleod, 2001).…”
Este texto discute a dinâmica de constituição das práticas realizadas pelos educadores do setor educativo de um museu de ciência na perspectiva das Comunidades de Práticas de Etienne Wenger. O universo de estudo foi a área educativa do Museu Paraense Emílio Goeldi e os dados foram analisados com base nas categorias de engajamento mútuo, empreendimento conjunto e repertório partilhado. Verificou-se que a área educativa deste museu se estrutura parcialmente como uma comunidade de prática de educação em museus. As análises realizadas auxiliam para compreensão das possibilidades e desafios que os setores educativos enfrentam em sua conformação e aprofundam o entendimento da educação em museus como uma área de conhecimento.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.