museums and the educational turn: history, memory, inclusivity
Andermann, Jens and Arnold-de-Simine, Silke (2012) museums and the educational turn: history, memory, inclusivity. Journal of Educational Media, Memory, and Society 4 (2), pp. 1-7. ISSN 2041-6938.
Abstract
Responding to feminist, postcolonial, and memorialistic critiques, museums have over the past decades radically revised their protocols of collection and display, aiming to register in their own curatorial and pedagogical practice the open and contested nature of the historical and ethnographic narratives on which their object lessons had traditionally conferred the status of hard evidence.
Metadata
| Item Type: | Article |
|---|---|
| Additional Information: | The authors of this article are also the co-editors of this special issue. |
| School: | School of Arts > Cultures and Languages (to 2020) |
| Research Centres and Institutes: | Birkbeck Interdisciplinary Research in Media and Culture (BIRMAC) (Closed), Gender and Sexuality, Birkbeck (BiGS), Social Research, Birkbeck Institute for (BISR), Aesthetics of Kinship and Community, Birkbeck Research in (BRAKC) |
| Depositing User: | Sarah Hall |
| Date Deposited: | 03 Jun 2014 15:50 |
| Last Modified: | 14 Dec 2016 09:23 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/9867 |
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