Reading an ethnology museum as pedagogical space
A multitext study
Bibliographic Data
| ID | 12213596 |
|---|---|
| Authors | William Gaudelli (Columbia University, corresponding author) |
| Year | 2012 |
| Volume | 26 |
| Issue | 7 |
| Pages | 866-888 |
| Publication date | 2012-04-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518398.2012.666291 |
| OpenAlex | W2064661770 |
| Language | EN |
| References cited | 17 |
Ethnology museums have a troubled lineage as they are inheritors of a violent colonial legacy while being steeped in a positivist epistemology that seeks to order and categorize an otherwise disordered world. Educational research, similarly, is often predicated on realist knowledge principles as people are made objects to demonstrate their interactions to predict likely outcomes of various interventions. This article considers how an ethnology museum, the American Museum of Natural History (AMNH) in New York City, can be used as a learning site by student teachers as they experience reading a museum. Student teachers, having considered examples of postcolonial theory, use this scholarship to think through and critically read AMNH. The inquiry into how student teachers read AMNH as a pedagogical space is reframed, however, by multitext interjections offered by participants themselves. The study, then, is oriented around two principal areas: how student teachers can read an ethnology museum critically and how multitexts may work to address representational problems inherent in social science research, such as education
Aesthetics · Art · Educational research · Epistemology · Linguistics · Pedagogy · Positivism · Reading (process · Scholarship · Sociology · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Philosophy
A Sense of Things
Places of Learning
Museum Memories
Postmodernism and Education
Postmodern geographies
Understanding Curriculum
Simulacra and Simulation
Disciplining qualitative research
Writing a rhizome
Qualitative researchers on paradigm proliferation in educational research
Enlightenment and the ‘heart of darkness’
From clothing to skin
Race, Narrative Inquiry, and Self-Study in Curriculum and Teacher Education
The birth of the museum
Paradigm proliferation as a good thing to think with
Researching Teacher Education Practices
Thing Theory
| Citation velocity | historical |
|---|---|
| Highly cited | No |