Museums and their Builders in Nineteenth Century Britain

Museum and School Interpretation of Cultural Heritage

“…Muzeji različno razglašajo stvari za umetnine, opredeljujejo status umetniških del in posledično okvirjajo človekov odnos do njih. To določa »v muzeju uveljavljena disciplina« (Whitehead, 2009), ki je, ko govorimo o umetnostnih artefaktih, umetnostna zgodovina. Raziskava je torej pokazala, da interpretacija viteške dvorane v gradu Brežice temelji na umetnostnozgodovinskih informacijah.…”

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“…), организация и презентация этих материалов в музеях оказывают значительное влияние на складывание и трансформацию дисциплинарных матриц данной научной дисциплины. Особенно значимым этот процесс будет для таких гуманитарных дисциплин, как археология и искусствоведение, подавляющее большинство источников для первой и значительное число которых для второй находятся именно в музейных собраниях (Whitehead, 2009).…”

The Feminist Museum Hack: Making a creative disruptive pedagogical, investigative and analytical tool

“…Put another way, their stories are often seen "as authoritative or definitive interpretations whose legitimacy brooks no challenge" (Whitehead, 2009, p. 31). Whitehead (2009) sees museums as active agents of communication and knowledge creation, and thus, adult education. The primary tool museums use to educate is 'the practice of representation' -a combination of visual and textual displays, such as exhibitions, objects, artworks, curatorial and explanatory labels (e.g.…”

“…The primary tool museums use to educate is 'the practice of representation' -a combination of visual and textual displays, such as exhibitions, objects, artworks, curatorial and explanatory labels (e.g. Bergsdottir, 2016;Hall, Evans & Nixon, 2013;Whitehead, 2009). To represent, according to the Oxford English Dictionary, means to describe or depict [something], to call it up in the mind by description, portrayal or imagination: to place a likeness of it before us in our mind or in the senses (see Hall et al, 2013, p. 2).…”

“…As a signifying practice acting in a diversity of social contexts and institutional settings, representation has an extraordinary impact on what we consider to be legitimate knowledge, to have meaning and value, and to be real or normative. For Whitehead (2009), "knowledges are both accounts (for example of the past and/or of materials objects such as sculptures) and ways of accounting, or to put it another way, modes of representation" (p. 8). Representations are not simply "the results of perception, learning and reasoning; they are also processes of perception, learning and reasoning which produce particularised results" (p. 9).…”