Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

Rahm, Jrène

doi:10.26443/crae.v43i1.25

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Collaboration is also conditioned upon common actions and clearly defined, mutually beneficial goals (Kovač and Buchberger 2013). Project-based programmes that focus on multiple discourses from different stakeholders, including students, and require commitment from both sides, clearly defined goals and objectives and agreed upon pedagogies are conducive to collaborative partnerships (Rahm 2016;Raaijmakers, McEwen, Walan, and Christenson, 2021). In addition to the responsibilities of teachers and museum staff and their approach to the goals, outcomes and structure of the educational process prior, during and after the visit, a range of other factors can influence the formation and maintenance of the museum-school relationship.…”

Section: Approaches To Museum-school Interactionsmentioning

confidence: 99%

Croatian Vocational Schools Within a Museum-School Partnership

Zadravec¹,

Miklošević

2022

REI

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The paper presents research on museum-school relationship from the point of view of teachers from secondary grammar and vocational schools. It explores their current and preferred interactions. The results show that teachers from vocational schools make field trips less frequently and are less satisfied with their relationship with museums. The characteristics of museum-school interactions are the same for both groups and form a model of low-intensity relations, with each institution maintaining its discrete authority, responsibilities and resources. Unlike the responses of the grammar-school teachers, those of vocational-school teachers do not indicate any development of the present relationship.

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Section: Approaches To Museum-school Interactionsmentioning

confidence: 99%

Croatian Vocational Schools Within a Museum-School Partnership

Zadravec¹,

Miklošević

2022

REI

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“…Focusing on the partnership aspect, research by Rahm [28] presents the importance of collaboration between schools, museums, and other parties that may be involved. Although this project is a collaboration between a school and a museum, this program involves archaeologists, artists, and scientists in learning activities.…”

Section: Related Studymentioning

confidence: 99%

Teachers’ Perceptions of Museum-Based Learning and Its Effects on Creativity: A Preliminary Study

Astuti¹,

Suardana²,

Ambarwati³

et al. 2021

Advances in Social Science, Education and Humanities Research

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In the 21st century, creativity is considered as one of the main assets for individuals to develop in such a sustainable way that encourages the education to develop creative pedagogical concepts. One of the learning environments created is an active-collaborative student learning strategy by utilizing various facilities outside the classroom including museums. By developing museum-based learning, it is assumed that the quality of learning outcomes to be achieved will be more optimal. The present study is on the results of preliminary research on museum-based learning in Indonesia and Malaysia. This study focuses on examining the perceptions of teachers in Indonesia towards museum-based learning and its effects on student creativity. The data were collected through surveys and interviews and analyzed in qualitative. The result of the research revealed that respondents had a positive perception of museum-based learning as it facilitates concrete fact-based learning, provides a new atmosphere in learning resulted in improvement of student motivation, facilitates learning in and through arts, and serves as a means of appreciation. According to the respondents, museumbased learning can affect both student and teacher creativity, especially in the aspects of insight and inspiration that generate new ideas and add the variety of solutions that students can come up with when solving a problem. However, teachers still experience various obstacles in carrying out museum-based learning both in terms of the availability of funds, infrastructure, human resources, permission, supporting curricula, and museum conditions.

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“…These meetings occur multiple times throughout the academic year and introduce graduate students to the BBRM’s role, and of community memory institutions more broadly, in supporting community preservation and engagement with local history. Emerging professionals acquire a preliminary understanding of the work involved in facilitating community supported collecting activities, creating public educational programming and fostering equitable partnerships (Rahm, 2016, p. 196; Lynch, 2012, pp. 167–184).…”

Section: Mentoring Community-engaged Curatorial Professionalsmentioning

confidence: 99%

Preserving the history of Birmingham Black Radio: a discussion of preservation, outreach and collaboration

Riter¹,

Friedman²,

McDade³

et al. 2021

GKMC

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Purpose The Birmingham Black Radio Museum (BBRM) is a community museum and archives located in Birmingham, Alabama (USA) dedicated to preserving and presenting the history of Black radio. The BBRM fulfills this mission through educational programming, providing access to physical and digital materials and supporting emerging curatorial professionals. Through a reflective analysis of the BBRM, the authors discuss the relationship between preservation, public programming and professional outreach, the partnerships that enable these functions and how conceptions of community responsibility have informed the organization’s management strategy. The BBRM provides a context for isolating the factors which inform the emergence of community memory institutions, the challenges associated with managing decentralized information environments and considers how mentorship can operate as a form of capacity building. An examination of the BBRM provides a view of one institution’s approach to engaging community partners and audiences in achieving its primary goal of documentary preservation. Design/methodology/approach This analysis is informed by historical, case study and autoethnographic methods. Emphasis is placed on examining BBRM’s historical origins, primary functions and community mandates. Specific attention is given to examining operations, resources and strategies. Commentary and discussion are grounded by the professional experiences of BBRM staff and collaborators. Findings The operations of the BBRM, and the experiences reported by BBRM staff, are similar to those documented by findings in the community archives and museums literatures. Community mandates and institutional identify have strongly informed the BBRM’s mandates, strategies for engaging the public and establishment of strategic partnerships. Originality/value This reflective analysis documents the operations of one specific community memory institution. Though the experiences documented in this paper are common to many community archives and museums, this study contributes an additional data point, further contributing to the body of evidence necessary to support a more nuanced understanding of the role and function of community memory institutions and their management.

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Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

Cited by 6 publications

References 12 publications

Croatian Vocational Schools Within a Museum-School Partnership

Croatian Vocational Schools Within a Museum-School Partnership

Teachers’ Perceptions of Museum-Based Learning and Its Effects on Creativity: A Preliminary Study

Preserving the history of Birmingham Black Radio: a discussion of preservation, outreach and collaboration

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