Museum education today: creative synergies and pedagogic innovations in multicultural contexts

Abstract

Museums as mere repositories for cultural artefacts have long disappeared giving their place to museums as active institutions that prioritize engagement with a diverse range of communities. In today’s multicultural landscape1 that refers, reflects and at the same time adapts to diverse cultures, it is true that there is a growing international growing international recognition of the importance of ethnic diversity2 and a constant demand for museums to update their profileas social and learning settings (Ang 2005). Increasing emphasis has been put by museums, nowadays, on interacting with a variety of multicultural audiences, not only visitors and education programs’ participants, but also educators and teachers, via a wealth of education programmes (Acuff and Evans 2014). Also, several examples of museum exhibitions, mostly temporary, set out to narrate and share the stories of various social and ethnic groups. Museum educationoffers theoretical insights and practical means to engage visitors, trigger aesthetic and cultural sensitivities, exercise creativity and imagination, increase tolerance, reduce prejudices (Sleeter and Grant 1988, after Chin 2013), display historical empathy (Skolnick et al. 2004), as well as respect for all, promote equity and justice, in order to address challenges of cultural dialogue, social inclusion, and new models of cultural identity (Innocenti 2014, p. 2). Museums need to adapt to a diversifying and multicultural society and shall offer accessibility to inclusive, comprehensive and creative educational experiences that embrace and foster cultural diversity, and provide to everyone the ability to live and participate equally in a pluralistic society.

El programa QuidArte del Museo Universidad de Navarra: el arte al servicio del bienestar y el cuidado en el contexto de la pandemia Covid-19

“…Interesa, si situamos la salud en el contexto museístico exponer aquí la perspectiva de McNiff (1993, p. xi) quien define salud como "un estado vital de creación en el que la persona coopera con las fuerzas del entorno". Para favorecer esta intención el museo pone a disposición todos sus recursos artísticos, todos sus objetos generadores de significados, todo el "poder" transformativo que el arte inherentemente posee (Burnham & Kai-Kee, 2011;Falk 2009) para ayudar a esta sociedad a reconstruir su bienestar (Filippoupoliti & Sylaiou, 2015;Grau & García Raga, 2017). Merece la pena intentarlo, ya que como dicen Hernández y Montero-Ríos (2021): "[…] el arte siempre estuvo ahí, en los momentos en que nos sentíamos desbordados por las fuerzas de la naturaleza […]".…”

Δημιουργία Εφαρμογής Πλήρους Εμβυθισμένης Εικονικής Πραγματικότητας Για Τη Διδασκαλία Στοιχείων Της Αρχαίας Ελληνικής Τεχνολογίας

“…Η μουσειακή εκπαίδευση είναι μια μορφή άτυπης εκπαίδευσης η οποία λαμβάνει χώρα σε διάφορα μουσεία και στοχεύει στην επίτευξη της κοινωνικής συνοχής, στον σεβασμό των διαφορετικών πολιτισμών, στην ανάπτυξη της υπευθυνότητας και της κριτικής σκέψης των πολιτών και την ενεργό συμμετοχή στην κοινωνική ζωή (Filippoupoliti, & Sylaiou, 2015• Giampili, 2019. Όμως, τα τελευταία χρόνια αρκετοί οργανισμοί αναπτύσσουν εκπαιδευτικά μουσειακά προγράμματα τα οποία είναι διαθέσιμα και διαδικτυακά (ενδεικτικά, το Μουσείο Μοντέρνας τέχνης Νέας Υόρκης: http://www.moma.org, το Μουσείο Μπενάκη: http://www.benaki.gr και το Κρατικό Μουσείο Σύγχρονης Τέχνης: http://www.greekstatemuseum.com).…”

The Most Beautiful Painting in the World: the process as a narrative in Tàpies

“…In this way, the viewer remembers and reconstructs their process, through the observation of what is seen and what is not seen. That is why educational instruction that focuses on the process can be applied to any person in any community (Filippoupoliti & Sylaiou, 2015;Kim, 2018). It is with the education of the gaze and its transfer to the processual with which we can reach the possible messages that the aesthetic matter of Tàpies encloses in all its dimensions and universalize it to all people.…”