‘Equality of Intelligences’: Exploring the Barriers to Engagement in Modern and Contemporary Art through a Peer‐to‐Peer Workshop at Tate Modern

Abstract

The data presented in this paper explores the effect on pedagogy when inclusion initiatives are bound up with learning objectives. It explores the generation of critical thinking skills in learning programmes at Tate Modern. Effective art education empowers young people to take a critical stance. In gallery education a decision has to be made: are programmes for young people about encouraging them to think about art or inviting them to think? I explore the position and status given to artworks and to young people's interpretations of those works through data gathered during a peer-led workshop. I illustrate the ways in which new critical voices are able to emerge and contrast them with potential pedagogic pitfalls in which such approaches become exclusive and ultimately work against their emancipatory aims. People who work in galleries and museums are 'cultivated individuals'. They can easily take for granted their judgements about art and consider them to be 'natural'. Because of this a disconnection can occur between people who are not acculturated and those who are. The purpose of this study is to shed light on cultural exclusion by exploring dialogue about art produced during a peer-led workshop.

Relational freedom and equality in learning: the affect of Sartre and Rancière

“…Rancière contributes interventions that offer a view of how the arts add new, sometimes initially strange and different sensory experiences of learning, that disrupt the 'sensible' (Lambert 2009, Bingham and Biesta 2010, Sayers 2014, Atkinson 2018.…”

“…Rancière's method of equality has had significant impact; according to Suoranta he 'has radicalised the educational thinking of the Enlightenment' (Suoranta 2015, 2). This radicalisation among practitioner researchers includes a focus on valuing equality as it supports inclusivity in learning (Sayers 2014), through interventions that enable voices from those in a minority to emerge with confidence in different spaces of practice. Rancière offers examples of ways in which, at times unexpectedly, people have been able to take ownership of their learning experiences.…”

La inclusión social en los museos de arte chilenos: Un análisis de los factores de accesibilidad, diversidad y equidad

“…La revisión de la literatura tiene como resultado la identificación de diferentes líneas de investigación en relación con la inclusión que deben ser exploradas, como ya se recoge en Springinzeisz (2022). Algunos artículos se acercan desde la perspectiva del aprendizaje global en los museos (Candlin, 2003;Falchetti, 2020;Ismaeel y Al-Abdullatif, 2016;Marín-Cepeda et al, 2017;Sayers, 2014;Vidal et al, 2019), otros lo enfocan a la formación y/o estancia de estudiantes universitarios o de escuelas secundarias en los museos y/o para el personal ya integrado (Kreuzer y Dreesmann, 2017;Muzi, 2019;Taylor, 2017). Sin embargo, la mayoría de los autores reportan estudios sobre la participación y/o el fortalecimiento de la comunidad a partir de la participación en museos, estudios de caso o evaluación de programas (Anila, 2017;Martins, 2016;Mithlo y Sherman, 2020;Pablos y Fontal, 2020;Rivero et al, 2018;Wright, 2020).…”

“…En este sentido, Candlin (2003) y Grek (2009) en sus estudios de público concluyeron que los visitantes acuden a los museos mayormente para recibir informaciones y conocimientos nuevos y estos, según Vidal et al (2019), se pueden adquirir más fácilmente si se establecen diálogos en el entorno museístico. Por lo tanto, los programas educativos deben estimular a sus visitantes considerando temáticas, planes y puntos de vistas diversos (Grek, 2009;Wylder y Meale, 2009), así como aumentar y desarrollar la creatividad (Wright, 2020), las habilidades artísticas, cívicas y científicas (Rodrigues Alves dos Santos et al, 2020;Falchetti, 2020;Bazan et al, 2021) y el pensamiento crítico (Sayers, 2014).…”

Agency and Social Construction: Practice of the Self in Art and Design

“…A dialogical approach was taken through research processes, in which I could investigate emerging paradoxes of agency and social construction through Sartre and Foucault. Other theorists could form a correspondence in such an inquiry: a similar comparative stance could be taken, for example between Rancière's ‘will served by an intelligence’ (Rancière , 54) and Bourdieu's theory of habitus as cultural acquisition (Sayers ); I will therefore explain the discursive positioning of the focal theorists.…”