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Cited by 12 publications
(13 citation statements)
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“…These institutions also struggle with a legacy of elitism, patriarchy, colonialism, sexism, and exclusivity, all of which tend to legitimate existing social relations of power (e.g., Borg & Mayo, ; Mayo, ; Onciul, ; Phillips, ). A further complication is that education in these institutions has often been de‐emphasized and underfunded (e.g., M.C.…”
Section: (Re)positioning Museums: Their Challenges and Potentialsmentioning
confidence: 99%
See 1 more Smart Citation
“…These institutions also struggle with a legacy of elitism, patriarchy, colonialism, sexism, and exclusivity, all of which tend to legitimate existing social relations of power (e.g., Borg & Mayo, ; Mayo, ; Onciul, ; Phillips, ). A further complication is that education in these institutions has often been de‐emphasized and underfunded (e.g., M.C.…”
Section: (Re)positioning Museums: Their Challenges and Potentialsmentioning
confidence: 99%
“…Themes were generated whilst rendering visible what Mayo () refers to as the “hidden codifications” of artworks, which helped participants make connections and develop critical thinking. For example, at Tate Britain, participants were introduced to two deceptively simple artworks in the permanent collection.…”
Section: Environmental Adult Education In Museumsmentioning
confidence: 99%
“…A person who perceives a museum as interpretation-based is more likely to be active in the construction of the meaning they give to facts and objects, by telling their stories or by using them as historical sources (Boxtel, Klein, & Snoep, 2011;Brett, 2014;Dierking, 2002;Hein, 1998;Hooper-Greenhill, 2006). In doing so, they may engage students in historical interpretation and critical discussion (Bedford, 2009;Fritsch, 2011;Gosselin, 2011;Larouche, 2010;Larouche, Meunier, & Lebrun, 2012;Mayo, 2013;Moisan & Licop, 2013). The museum can also be seen as a place of "factual, true history" and objective knowledge.…”
Section: Why Teach the Holocaust?mentioning
confidence: 99%
“…In this paper, I will view museums, libraries, cultural centers, and other emerging urban spaces as the sites of public education. By drawing on the ideas of public pedagogy (Burdick, Sandlin, & O'Malley, 2013;Mayo, 2013) and transformative approaches in multicultural education (Banks & Banks, 2009), I will explore how educators and program directors in these organizations understand and operationalize the concept of multicultural education. In what follows, I first frame the theoretical perspective and account for the research design of the study.…”
Section: Introductionmentioning
confidence: 99%