Reid, Natasha S. (2012) The Contemporary Identities of Art Museum Educators as Told through Their Life Histories. PhD thesis, Concordia University.
|PDF - Accepted Version |
Available under License Spectrum Terms of Access.
Over the past three decades, art museums have been undergoing massive changes as they attempt to become more public-oriented centers that develop deep connections with diverse audiences. This new focus means more responsibility for and expectations of museum educators. At the same time, there is often far too little recognition of the important work conducted by these professionals. Art museum educators come from widely varied backgrounds, since the qualifications for these positions are inconsistent. Furthermore, definitions of museum education vary among professionals and institutions. The result is the absence of a unified understanding of the role of museum educators and sometimes a lack of credibility with colleagues outside of their profession. In these circumstances, museum educators are dealing with a growing identity crisis. Little research into the identities of art museum educators has included their narratives. Examining art museum educators’ identities through narrative inquiry can help them to become more effective instigators of positive change in their institutions. Furthermore, in researching museum educators’ stories of lived experiences, we are afforded the opportunity to reveal and derive insight from narratives that are not typically heard.
This study provided a locus for five art museum educators to articulate their current beliefs, attitudes, and practices related to museum education and the origins of these perceptions through rich narrative explorations. By employing life history research as a methodological framework, this dissertation explored museum educators’ personal and professional experiences to develop a more holistic understanding of what it means to be a museum educator today. This methodology was also studied as a form of professional development. The rich stories revealed by these practitioners were examined individually and through a process of cross-case analysis. The insight developed will help art museum educators, their instructors, and their institutions better understand what is necessary to optimize these educators’ potential to effectively reach out to diverse audiences in meaningful ways. This dissertation concludes with suggestions for pre-service education programs and in-service professional development endeavors.
|Divisions:||Concordia University > Faculty of Fine Arts > Art Education|
|Item Type:||Thesis (PhD)|
|Authors:||Reid, Natasha S.|
|Degree Name:||Ph. D.|
|Date:||12 June 2012|
|Thesis Supervisor(s):||Langdon, Paul and Szabad-Smyth, Linda|
|Keywords:||Museum Education; Art Education; Life History Research; Narrative Research; Identity Research; Art Museum Educator Preparation; Professional Development for Art Museum Educators; Art Museum Educator Biographies; Art Museum Educator Realities; Contemporary Practices in Art Museum Education|
|Deposited By:||NATASHA REID|
|Deposited On:||25 Oct 2012 08:48|
|Last Modified:||25 Oct 2012 08:48|
Alcoff, L. (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs, 13, 405-436.
Alsup, J. (2006). Teacher identity discourses. Mahwah, NJ: Lawrence Erlbaum Associates.
American Association of Museums. (1984). Museums for a new century: A report on the Commission on Museums for a New Century. Washington, DC: American Association of Museums.
American Association of Museums. (1991). Excellence and equity: Education and the public dimension of museums. Washington, DC: American Association of Museums.
Arner, A. & Lanza-Kaduce, K. (2012). Museum internships done right: A win-win experience. Muse, 30(1), 32-43.
Arnold, A. (1996). Fostering autonomy through the arts. Art Education, 49(4), 21-24, 33-34.
Bailey, E. B. (2006). Researching museum educators’ perceptions of their roles, identity, and practice. Journal of Museum Education, 31(3), 175-197.
Bakhtin, M. M. (2006). The dialogic imagination: Four essays. Austin, TX: University of Texas Press. (Original work published 1981)
Ball, S. J. & Goodson, I. F. (1985). Understanding teachers: Concepts and contexts. In S. J. Ball & I. F. Goodson (Eds.), Teachers’ lives and careers (pp. 1-26). Philadelphia, PA: Falmer Press.
Barrett, T. (2010). Aesthetics, conversations, and social change. In T. Constantino & B. White (Eds.), Essays on aesthetic education for the 21st century (pp. 123-142). Rotterdam, Netherlands: Sense Publishers.
Bathmaker, A-M. (2010). Introduction. In A-M. Bathmaker & P. Harnett (Eds.), Exploring learning, identity and power through life history and narrative research (pp. 1-10). Abingdon, UK: Routledge.
Becker, H. S. (1970). Sociological work: Method and substance. Chicago, IL: Aldine Publishing Company.
Benjamin, W. (1969). The storyteller: Reflections on the works of Nikolai Leskov. In H. Arendt (Ed.) & H. Zohn (Trans.), Illuminations (pp. 83-109). New York: Schocken Books. (Original work published 1936)
Beynon, J. (1985). Institutional change and career histories in a comprehensive school. In S. J. Ball & I. F. Goodson (Eds.), Teachers’ lives and careers (pp. 158-179). Philadelphia, PA: Falmer Press.
Black, G. (2005). The engaging museum: Developing museums for visitor involvement. New York: Routledge.
Boeije, H. (2010). Analysis in qualitative research. London: Sage Publications.
Bogdan, R. C. & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon Inc.
Brigham, D., Blume, S., & Knowles, P. (1988). Preparation for empowerment. The Journal of Museum Education, 13(3), 8-11.
Britzman, D. P. (1999). Is there a problem with knowing thyself? Toward a poststructuralist view of teacher identity. In T. Shanahan (Ed.), Teachers thinking teachers knowing: Reflections on literacy and language education (pp. 53-75). Urbana, IL: National Council for Teachers of English.
Castle, M. C. (2001). Interpreters, docents, and educators: Ways of knowing, ways of teaching in a history museum, an art gallery, and a nature center. Unpublished doctoral dissertation, University of Toronto, 2001.
Castle, M. C. (2006). Blending pedagogy and content: A new curriculum for museum teachers. Journal of Museum Education, 31(2), 123-132.
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press.
Chen, Y. (2004). Educating art museum professionals: The current state of museum studies programs in the United States. Unpublished doctoral dissertation, Florida State University.
Chen Cooper, Y. (2007). A day in the life: The qualifications and responsibilities of an art museum educator. In P. Villeneuve (Ed.), From periphery to center: Art museum education in the 21st century (pp. 68-73). Reston, VA: National Art Education Association.
Ciasnocha, D. (2006). The power of storytelling: An interview with Mari-Louise Olsson, the executive director of the Museum of Mölndal. Journal of Museum Education, 31(1), 63-70.
Cole, A. L. & Knowles, J. G. (2001). Lives in context: The art of life history research. Lanham, MD: AltaMira Press.
Connelly, F. M. & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Connelly, F. M. & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(2), 2-14.
Connelly, F. M. & Clandinin, D. J. (1998). Personal experience methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 150-178). Thousand Oaks, CA: Sage Publications.
Connelly, F. M. & Clandinin, D. J. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Constantino, T. (2010). The critical relevance of aesthetic experience for twenty-first century art education: The role of wonder. In T. Constantino & B. White (Eds.), Essays on aesthetic education for the 21st century (pp. 63-80). Rotterdam, Netherlands: Sense Publishers.
Conwill, K. H. & Roosa, A. M. (2003). Cultivating community connections. Museum News, 82(3), 41-47.
Crooke, E. (2008). Museums and community: Ideas, issues, and challenges. London: Routledge.
Csikszentmihalyi, M. & Robinson, R. E. (1990). The art of seeing: An interpretation of the aesthetic encounter. Los Angeles: Paul Getty Trust.
Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.
Demos, T. J. (2010). Storytelling in/as contemporary art. In C. Gilman & M. Sundell (Eds.), The storyteller (pp. 83-107). Zurich: JRP|Ringier Kunstverlag AG.
Denzin, N. K. (1989). Interpretive biography. Newbury Park, CA: Sage Publications.
Denzin, N. K. (2004). The art and politics of interpretation. In S. Nagy Hesse-Biber & P. Leavy (Eds.) Approaches to qualitative research (pp. 447-472). New York: Oxford University Press.
Denzin, N. K. & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 1-45). Thousand Oaks, CA: Sage Publications.
Dewey, J. (1934). Art as experience. New York: Perigee Books.
Dillenburg, E. (2005). Museum professionals at the crossroads: Personal defining moments. Exhibitionist, 24(1), 43-48.
Dobbs, S. & Eisner, E. (1987). The uncertain profession: Educators in American art museums. Journal of Aesthetic Education, 21(4), 77-86.
Dragotto, D., Minerva, C., & Nichols, M. (2006). Is museum education “rocket science”? Journal of Museum Education, 31(3), 215-222.
Ebitz, D. (2005). Qualifications and the professional preparation and development of art museum educators. Studies in Art Education, 46(2), 150-169.
Ebitz, D. (2007). Transacting theories for art museum education. In P. Villeneuve (Ed.), From periphery to center: Art museum education in the 21st century (pp. 21-30). Reston, VA: National Art Education Association.
Ebitz, D. (2008). Sufficient foundation: Theory in the practice of art museum education. Visual Arts Research, 34(2), 15-25.
Edson, G. & Dean, D. (1996). The handbook for museums. New York: Routledge.
Eisner, E. (1997). The promise and perils of alternative forms of data representation. Educational Researcher, (August-September), 4-9.
Eisner, E. (2008). Art and knowledge. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 3-12). Thousand Oaks, CA: Sage Publications.
Elliott, J. (2005). Using narrative in social research. London: Sage Publications.
El-Omami, A. (1989). Educating the art museum educator. In N. Berry & S. Mayer (Eds.), Museum education: History, theory, and practice (pp. 122-134). Reston, VA: National Art Education Association.
Etheridge, J. (2004). Memories and reflections as sources for understanding teacher identity. Unpublished master’s thesis, Concordia University, Montreal, Quebec, Canada.
Falk, J. H. (2009). Identity and the museum visitor experience. Walnut Creek, CA: Left Coast Press.
Falk, J. H. & Dierking, L. D. (1992). The museum experience. Walnut Creek, CA: AltaMira Press.
Falk, J. H. & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Washington, DC: Whalesback Books.
Fontana, A. & Frey, J. H. (1998). Interviewing: The art of science. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 47-78). Thousand Oaks, CA: Sage Publications.
Forsyth Townsend, L. & Weiner, G. (2011). Deconstructing and reconstructing lives. London, ON: The Althouse Press.
Garoian, C. R. (2001). Performing the museum. Studies in Art Education, 42(3), 232-248.
Gates, K., Church, K., & Crowe, C. (2001). Fidelity and ethical ideals. In A. L. Cole & J. G. Knowles (Eds.), Lives in context: The art of life history research (pp. 152-163). Lanham, MD: AltaMira Press.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
Gilman, C. & Sundell, M. (2010). The storyteller. In C. Gilman & M. Sundell (Eds.), The storyteller (pp. 7-72). Zurich: JRP|Ringier Kunstverlag AG.
Glover Frykman, S. (2009). Stories to tell? Narrative tools in museum education texts. Educational Research, 51(3), 299-319.
Golding, V. (2010). Learning at the museum frontiers: Identity, race and power. Surrey, UK: Ashgate.
Goodson, I. F. (1981). Life history and the study of schooling. Interchange, 11(4), 62-75.
Goodson, I. F. (1991). Sponsoring the teacher’s voice: Teachers’ lives and teacher development. Cambridge Journal of Education, 21(1), 35-45.
Goodson, I. F. (1992). Studying teachers’ lives: An emergent field of inquiry. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 1-17). New York: Teachers’ College Press.
Goodson, I. F. (2000). Professional knowledge and the teacher’s life and work. In C. Day et. al. (Eds.), The life and work of teachers: International perspectives in changing times (pp. 1-25). London: Falmer Press.
Goodson, I. F. & Gill, S, R. (2011). Narrative pedagogy: Life history and learning. New York: Peter Lang.
Goodson, I. F. & Sikes, P. (2001). Life history research in educational settings: Learning from lives. Buckingham, UK: Open University Press.
Grinder, A. L. & McCoy, S. (1985). The good guide. Scottsdale, AZ: Ironwood Press.
Grove, T. (2009). Educators on exhibition teams. In A. Johnson et al. (Eds.), The museum educator’s manual: Educators share successful techniques (pp. 141-150), Lanham, MD: AltaMira.
Gude, O. (2009). Art education for democratic life. Art Education, 62(6), 6-11.
Hatch, J. A. & Wisniewski, R. (1995). Life history and narrative: Questions, issues, and exemplary works. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 113-135). Abingdon, UK: Routledge.
Hein, G. E. (1998). Learning in the museum. London: Routledge.
Henry, B. (2006). The educator at the crossroads of institutional change. Journal of Museum Education, 31(3), 223-232.
Henry, C. (2000). How visitors relate to museum experiences: An analysis of positive and negative reactions. Journal of Aesthetic Education, 34(2), 96-106.
Henry, C. (2010). The museum experience: The discovery of meaning. Reston, VA: National Art Education Association.
Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
hooks, b. (1989). The politics of radical black subjectivity. Zeta Magazine, April, 52-55.
Hooper-Greenhill, E. (1991). Museum and gallery education. Leicester, UK: Leicester University Press.
Hooper-Greenhill, E. (1994a). Museum education. In E. Hooper-Greenhill (Ed.), The educational role of the museum (pp. 229-257). London: Routledge.
Hooper-Greenhill, E. (1994b). The past, the present and the future: Museum education from the 1790s to the 1990s. In E. Hooper-Greenhill (Ed.), The educational role of the museum (pp. 258-262). London: Routledge.
Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. London: Routledge.
Housen, A. (2007). Art viewing and aesthetic development: Designing for the viewer. In P. Villeneuve (Ed.), From periphery to center: Art museum education in the 21st century (pp. 172-179). Reston, VA: National Art Education Association.
Housen, A. & Yenawine, P. (2001). Understanding the basics. New York: Visual Understanding in Education (VUE). Retrieved July 18, 2010, from http://www.vtshome.org/system/resources/0000/0039/VTS_Understanding_the_basic.pdf
Hull, G. A. & Zacher, J. (2007). Enacting identities: An ethnography of a job training program. Identity: An International Journal of Theory and Research, 7(1), 71-102.
Janes, R. R. & Conaty, G. T. (Eds.). (2005). Looking reality in the eye: Museums and social responsibility. Calgary, AB: University of Calgary Press.
Jeffers, C. (2003). Museum as process. Journal of Aesthetic Education, 37(1), 107-118.
Jensen, N. & Munley, M. E. (1985). Training for museum education professionals. Journal of Museum Education, 10(4), 12-15.
Jensen Leichter, H. & Spock, M. (1999). Learning from ourselves: Pivotal stories of museum professionals. In N. Freelander Gibans (Ed.), Bridges to understanding children’s museums (pp. 41-81). Cleveland, OH: Mandel Center for Nonprofit Organizations.
Johnson, A. (2009). Museum education and museum educators. In A. Johnson et al. (Eds.), The museum educator’s manual: Educators share successful techniques (pp. 7-14), Lanham, MD: AltaMira.
Johnson, K. E. & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. E. Johnson & P. R. Golombek (Eds.), Teachers’ narrative inquiry as professional practice (pp. 1-14). Cambridge, UK: Cambridge University Press.
Kalin, N. (2005). Breaking the grip: Drawing beyond anxiety and visual realism. In K. Grauer & R. Irwin (Eds.), StARTing with… (pp. 42-50). Vancouver, BC: University of British Columbia.
Kearney, R. (2002). On stories: Thinking in action. New York: Routledge.
Kerlavage, M. S. (1998) Understanding the Learner. In J. W. Simpson et al. (Eds.), Creating meaning through art: Art teacher as choice maker (pp. 23-54). Upper Saddle River, NJ: Merrill.
Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying Teachers’ Lives. New York: Teachers’ College Press, 99-153.
Kohler Riessman, C. (2002). Narrative analysis. In A. M. Huberman & M. B. Miles (Eds.), The qualitative researcher’s companion (pp. 217-270). Thousand Oaks, CA: Sage Publications.
Kvale, S. (1995). The social construction of validity. Qualitative Inquiry, 1(1), 19-40.
Lemelin, N. (2002). An inquiry into participatory action research as a tool for curriculum and professional development in the museum. Unpublished doctoral dissertation, University of Toronto.
Lewis, P. J. (2011). Storytelling as research/Research as storytelling. Qualitative Inquiry. 17(6), 505-510.
Lincoln, Y. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Longhenry, S. (2007). Reconsidering learning: The art museum experience. In P. Villeneuve (Ed.), From periphery to center: Art museum education in the 21st century (pp. 180-187). Reston, VA: National Art Education Association.
Marshall, J. (2010). Thinking outside and on the box: Creativity and inquiry in art practice. Art Education, 63(2), 16-23.
Maxwell, L. E. & Evans, G. W. (2002). Museums as learning settings: The importance of the physical environment. The Museum Journal, 27(1), 3-7.
Mayer, M. M. (2005). Bridging the theory-practice divide in contemporary art museum education. Art Education, 58(2), 13-17.
Mayer, M. M. (2007). New art museum educations. In P. Villeneuve (Ed.), From periphery to center: Art museum education in the 21st century (pp. 41-48). Reston, VA: National Art Education Association.
McKnight, D. (2004). Task of the teaching life: Self through Bakhtinian dialogue and ideological engagement. Interchange, 35(3), 281-302.
McLaughlin, H. (1998
Repository Staff Only: item control page