Power and Authenticity: Moving From the Classroom to the Museum

Kenkmann, Andrea

doi:10.1177/0741713610392766

Cited by 10 publications

(10 citation statements)

References 17 publications

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“…According to this function, the mission of museums is to provide access to life-long learning [44]. Due to the unique resources a museum holds for both formal and informal education [45], this function can be realized:…”

Section: Museums and Sustainabilitymentioning

confidence: 99%

Factors Influencing Museum Sustainability and Indicators for Museum Sustainability Measurement

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Borza

2016

Sustainability

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Abstract:The purpose of this research was to identify the factors upon which museum sustainability depends and the way in which this can be measured. Methodologically, we applied a qualitative research approach, using semi-structured interviews with experts from the Romanian museum sector, complemented by an in-depth study of the literature in this field. Results indicated that any objective measuring of sustainability must take into account the size of a museum's collections and its organizational structure. It was also found that museum type can affect sustainability via its competitive advantage. However, the sustainability of a museum is not strictly determined by these factors, but also by the management and marketing strategies applied. Based on analysis of literature-and respondent-based factors influencing sustainability, this article proposes a set of 33 indicators that can be used by museums to measure their sustainability, as well as a model that enables evaluation of the sustainability levels of various museums comparatively, regardless of their type, size or importance (e.g., national, regional and local). The results obtained are useful both from a theoretical point of view, given that there are few writings on this topic, and from a practical point of view, as they provide a basis for a clear, objective model of museum sustainability measurement.

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Section: Museums and Sustainabilitymentioning

confidence: 99%

Factors Influencing Museum Sustainability and Indicators for Museum Sustainability Measurement

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Borza

2016

Sustainability

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“…The fact is that the use of spatial arrangements in classrooms is not neutral (Kenkmann 2011). As reviewed earlier, the authoritative space located right in front of the students refers to the area where teachers provide instructions to facilitate lessons and conduct formal teaching.…”

Section: Spatial Pedagogy In the Science Classroommentioning

confidence: 99%

“…The previous section has described how language, particularly speech functions, space and gaze are used to manage a science lesson in an Indonesian classroom. It has been understood that the use of particular speech functions (Lukmana et al 2006), spatial arrangement (Kenkmann 2011;Lim et al 2012) or gaze (Amundrud 2017) reflect a certain interpersonal meaning such as a power relation and solidarity.…”

Section: Building Power Relationsmentioning

confidence: 99%

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Constructing Interpersonal Meaning in Indonesian Science Classrooms through Language, Space and Gaze

Komarawan¹

2019

KAJH

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Classroom communication involves the integration of various semiotic modes which is linked to particular meanings, like teacher-student relationships or interpersonal meanings. This study investigates the different semiotic resources used in an Indonesian science classroom and the power relations manifested in the classroom through the analyses of different semiotic modes. The present study employed a qualitative case study based on Multimodal Critical Discourse Analysis. The data were recorded videos of a science lesson in a private school located in Lembang, West Java, Indonesia. The data were analysed using the framework of negotiation developed in Systemic Functional Linguistics to investigate language use, spatial pedagogy and gaze. The study found that the observed teacher predominantly produced speech functions in the forms of questions (40 percent), statements (28 percent) and commands (18 percent) while her students predominantly produced answers (49 percent) and questions (26 percent) during the interactions. In terms of space, the teacher occupied authoritative, personal and interactional spaces while the students mostly occupied the interactional space. With regard to gaze, the teacher's gaze was directed at the students, the objects under discussion and the books, while her students directed their gaze at the teacher, the objects under discussion and the books. These findings reflect a dynamic pedagogy. While the observed teacher maintains her authority most of the time, she focuses on building a rapport or a certain solidarity with her students as reflected in her use of the semiotic resources.

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“…In the past decade or so, a foregrounding of power has been very much a part of adult educational discourse as various authors have built on Foucault' s (1980) work on the ubiquity of power relationships (see, for example, Brookfield, 2013;Cervero & Wilson, 2001;Kenkmann, 2011;Ramdeholl, Giordani, Heaney, & Yanow, 2010;Wilson & Nesbit, 2005). Now much of the debate regarding what counts as an adult educational process focuses on how the power dynamics associated with positionality (the different racial, class, and gender identities in an group of learners) play themselves out in the classroom, or how adult educators use their positional power and authority to further justifiable agendas in an ethical way (Baptiste, 2001;Newman, 1994).…”

Section: How the Process Applies To Negotiating And Democratizing Powmentioning

confidence: 99%

Critical Reflection as Doctoral Education

Brookfield

2015

New Dir Adult Contin Educ

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Critical Reflection as Doctoral EducationStephen D. BrookfieldIn my own career, I have been involved as a member of teams designing two doctoral programs from scratch. One was in adult education at National Louis University (Chicago); the other was in critical pedagogy at the University of St. Thomas. Two organizing ideas were central to each program. First, the designing team believed that this was an opportunity to try and work as democratically as was possible in a hierarchical institution. Second, each team believed that an important purpose of doctoral education should be to encourage the development of critically reflective practitioners. This would mean that processes of critical reflection would need to be both modeled and taught in the program.The idea of being critically reflective is acceptable to a wide range of people who think of it as broadly equivalent to being thoughtful about your choices, decisions, and actions as practitioners. Conceptualized this way, it is relatively unthreatening. Maybe concerns will be raised that this is something of a luxury in a world where time is a scarce resource, but few would argue with the idea that we should be more thoughtful about our judgments. This is because most people draw on the traditions of pragmatism and analytic philosophy when they use the term critical reflection. These traditions emphasize being open to new ways of thinking about practice, being willing to experiment, watching out for errors in reasoning, and building accurate inferential ladders.However, locate critical reflection within the tradition of critical theory and it becomes institutionally more threatening. Informed by critical theory, critical reflection is the attempt to understand how organizational and community power dynamics work, and to exercise one' s own power responsibly. It involves becoming aware of how dominant ideologies frame one' s thinking and actions, how hegemony manifests itself in our lives, and how to create greater participatory democracy in classrooms, organizations, and NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 147, Fall 2015

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Power and Authenticity: Moving From the Classroom to the Museum

Cited by 10 publications

References 17 publications

Factors Influencing Museum Sustainability and Indicators for Museum Sustainability Measurement

Factors Influencing Museum Sustainability and Indicators for Museum Sustainability Measurement

Constructing Interpersonal Meaning in Indonesian Science Classrooms through Language, Space and Gaze

Critical Reflection as Doctoral Education

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