Museums as Sites of Critical Pedagogical Practice

Bibliographic Data

ID12425552
AuthorsPeter Mayo (0000-0002-1418-773X, corresponding author)
Year2013
Volume35
Issue2
Pages144-153
Publication date2013-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Review of Education Pedagogy & Cultural Studies (JOURNAL)
Journal identifiersISSN: 1071-4413 • E-ISSN: 1556-3022
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10714413.2013.778661
OpenAlexW1963581028
LanguageEN
Citations received7
References cited7

Paulo Freire’s notion that education is politics is well known to readers involved \nin areas of critical education, and thus a detailed rehearsal of the burgeoning \nliterature illustrating and elaborating on this view is not necessary. After all, this \nview has a very long, albeit repressed, history, which anticipates Freire and those \nwho took up the legacy of his thought and action; suffice to mention, for example, \nwork connected with ‘‘independent working class education’’’ (Simon 1992; \nWaugh 2009). Significant for my purposes, however, is that an approach to education— \nsuch as Freire’s, which fore-grounds the histories and unique experiences \nof industrial working class and other subaltern groups—is capacious and \nyet critical enough to incorporate several sites of learning, including libraries, \ncoffee shops (as in Cyprus), mining pits (‘‘reading Capital in the pit’’)1 and sporting \narenas. In what follows, I want to extend this notion of education to include \nmuseums, which I suggest are an important and productive site for practicing \ncritical pedagogy

Harbour · Image (mathematics · Adult and Continuing Education Topics · Art Education and Development · Computer Science · Museums and Cultural Heritage · Artificial Intelligence

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