New Intersections for History Education in Museums

Leftwich, Mariruth

doi:10.1080/10598650.2016.1198133

Cited by 9 publications

(6 citation statements)

References 3 publications

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“…Cultural sites traditionally emphasized education, but their role is evolving in response to technological advancements and shifting learning paradigms (Leftwich, 2016). Institutions like museums are adapting their educational methods to engage visitors and foster lifelong learning.…”

Section: Instrumental Value As Economic and Educational Significancementioning

confidence: 99%

Navigating through policy and process inflation by establishing cultural value in cultural sites: The case of the Philippine-Korea friendship center

Cherry Mae N. Lacbawan

2024

World J. Adv. Res. Rev.

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The protection and development of cultural sites pose ongoing economic and social challenges for the state, necessitating a symbiotic relationship between cultural advancement and societal progress, yet facing a shortfall in support and funding. This paper aims to delineate the value of cultural sites and assess how evolving cultural policies influence their management. Despite legislative mandates requiring government backing, cultural site management often shoulders the responsibility amid policy and procedural complexities, resulting in what is termed as "policy and process inflation." The absence of consistent support due to shifting cultural policies aggravates this burden, compelling cultural sites to integrate economic imperatives alongside social objectives. Utilizing Cultural Value Theory (intrinsic, instrumental, institutional), this study examines the Philippine-Korea Friendship Center to elucidate its cultural value amidst policy dynamics. It underscores the necessity for cultural sites to not only embody intrinsic value but also cultivate instrumental and institutional values. This analysis sheds light on the interplay between cultural policies and the state of cultural sites, highlighting the imperative for holistic support and strategic management frameworks.

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Section: Instrumental Value As Economic and Educational Significancementioning

confidence: 99%

Navigating through policy and process inflation by establishing cultural value in cultural sites: The case of the Philippine-Korea friendship center

Cherry Mae N. Lacbawan

2024

World J. Adv. Res. Rev.

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“…It is recognized in the museum sector that history museums need to attract visitors with interests outside their normal scope, including via STEM subjects, to increase their relevancy to the 21st century, and in the process providing additional opportunities for engagement with science. 12 One example of a history museum which has achieved this is Conner Prairie, 13 an interactive living history site in Fishers, IN, USA, which was awarded a grant from the National Science Foundation (NSF) for this purpose. The goal of the project, entitled Prairie Science, was to develop a framework for integrating informal science experiences into exhibits, interpretation, and programs at historic sites and museums.…”

Section: Stem Learning In History Museumsmentioning

confidence: 99%

From Nantwich to Oxygen: Public Engagement in Chemistry at a Local History Museum

Cooke¹,

Dobbs

Haxton

et al. 2021

J. Chem. Educ.

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Joseph Priestley, discoverer of oxygen, lived in Nantwich, Cheshire, UK, from 1758 to 1761. In 2019, an exhibition featuring his life and achievements, and also celebrating the International Year of the Periodic Table, was developed by the Nantwich Museum. The historical research of Priestley’s life, development of the exhibition, and rationale behind the public-engagement events and activities are described. The integration of chemistry for all age groups throughout the exhibition and during events is discussed. Instructions for experiments and demonstrations are available as Supporting Information for this paper. The benefits of teamwork involving members with diverse subject expertise and the value of contributions from external organizations are emphasized. The exhibition successfully engaged museum visitors with 18th century local history, the story of Joseph Priestley, and chemistry concepts and experiments. Qualitative feedback from participants is presented along with the planned long-term legacy of the exhibition.

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“…Constructivist models of experiential education, while informative, have received criticism for focusing too much on the individual (Fenwick, 2001), and so require additional concepts to adequately inform multicultural aims. For example, teachers who visit historical sites or historical/heritage museums with their students generally intend to use the visit to connect and engage their students with the past, their culture, and identity (Aerila et al, 2016; Baron & Dobbs, 2015; Dorfsman & Horenczyk, 2014; Leftwich, 2016). This is not only a process of individual learning, but it also is a cultural process.…”

Section: The Multicultural Museum Education: Theoretical Foundationsmentioning

confidence: 99%

“…A historical museum may, in addition, provide a valuable opportunity for learning about an in-group culture and its interactions with other cultures and societies, such as when teachers use such museums to deepen students’ understandings and appreciation of the past, and to connect students with historical objects and narratives. This process can be considered an example of experiential multicultural education (Aerila, Rönkkö, & Grönman, 2016; Brown, Gutiérrez, Okmin, & McCullough, 2017; Leftwich, 2016; Seeger, Wall, & Herr, 2016; Washington & Hindley, 2017). In our view, museums are a prime vehicle for experiential multicultural education; however, the use of experiential education in this context also introduces considerations that can inform experiential education in general.…”

Section: Introductionmentioning

confidence: 99%

Educational Approaches and Contexts in the Development of a Heritage Museum

Dorfsman

Horenczyk

2017

Journal of Experiential Education

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Background: Educational museums are composed of objects, documents, and narratives that together create a learning experience. Existing models of museum education tend to analyze the visitor experience, but rarely take into consideration the unique characteristics and challenges of multicultural heritage museums. Purpose: This article proposes a conceptual model of experiential multicultural museum education that delineates teaching approaches in multicultural museum education. Methodology/Approach: The article is grounded in the framework of conceptual research aimed at identifying and clarifying key characteristics and educational concepts raised by museum’s designers and educators. The analysis it presents is based on insights learned during the design of the Interactive Jewish Museum of Chile. Findings/Conclusions: The major contribution of this article is the development of a conceptual model that allows for the identification of three approaches in multicultural museum education: the academic-educational approach, the artistic approach, and the identity-cultural approach. Implications: Our model can be applied to other heritage museums, and can be useful for the training and development of formal and informal educators interested in including multicultural heritage museums as experiential learning spaces.

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New Intersections for History Education in Museums

Cited by 9 publications

References 3 publications

Navigating through policy and process inflation by establishing cultural value in cultural sites: The case of the Philippine-Korea friendship center

Navigating through policy and process inflation by establishing cultural value in cultural sites: The case of the Philippine-Korea friendship center

From Nantwich to Oxygen: Public Engagement in Chemistry at a Local History Museum

Educational Approaches and Contexts in the Development of a Heritage Museum

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