Older Adults at the Museum of Fine Arts, Boston

Rubin, Eleanor

doi:10.1080/10598650.2001.11510432

Cited by 1 publication

(2 citation statements)

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“…Moreover, some studies still focus on the learning of visitors or community members (Ahmad, 2015; Gray & Chadwick, 2001; Grek, 2009; Hume & Mills, 2011; Mgijima & Buthelezi, 2006; Munro, 2013; Packer & Ballantyne, 2005), even though museums are also an important learning space for workers (Ash, 2014; Saladino, 2012). Adult learning in museums, in fact, can take place through various interactions among visitors, volunteers, curators, tour guides, and/or educators and their diverse participation in informal and educational settings (Gray & Chadwick, 2001; Grenier, 2009; Rubin, 2001; Silverstein, 2001). This interactive learning with others can also help visitors’ understanding and increase their involvement in activities (Jafari et al., 2013; Rennie & Johnston, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…The second conclusion is that museums need to be more democratic, open spaces that can break down their own boundaries that stand between museum staff, experts in and out of museums (academics), and community members to better facilitate ALSCE processes. To accomplish this, museums management and related internal and external experts should actively encourage legitimate participation by (new) community members (Akbar, 1994; Mgijima & Buthelezi, 2006; Rubin, 2001; Saladino, 2012; Silverstein, 2001). At the same time, they would need to create exhibits that are based upon local community or social issues, or use them as means to critically explore these issues.…”

Section: Discussion Calls For Change and Conclusionmentioning

confidence: 99%

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Adult learning for social change in museums: An exploration of sociocultural learning approaches to community engagement

Kim

You

Park

2016

Journal of Adult and Continuing Education

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This integrative literature review critically examined how scholars were articulating the work of museums to make a space for 'adult learning for social change through community engagement'. We applied sociocultural adult learning theories (situated learning and cultural-historical activity theory), to 25 theoretical and empirical studies in predominantly museum and culture-based journals but also, specific adult education and lifelong learning journals. We found the studies shared in the works underscored the importance of social, collective interactions (adult learning for social change through community engagement) in the informal settings of museums and the work of various learning mediators of learning such as educators, tour guides and even, curators. In particular, we found a belief in the value of participatory collaborations based on community needs. However, when it came to practice, most studies illuminated passive, individualised processes of learning confined to pre-organised education activities. We argue therefore, that although museums have great potential to become meaningful spaces for adult learning for social change through community engagement, there is a disconnection between a belief/application of more critical, sociocultural learning perspectives and the actual practices under study. We argue that an application of what these theories suggest is needed to strengthen adult learning for social change through community engagement in museums.

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