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Readers Theatre and Reflective Judgm...

Boda, John Jay.

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Readers Theatre and Reflective Judgment in Museums.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Readers Theatre and Reflective Judgment in Museums./
作者:	Boda, John Jay.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	187 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Museum studies. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27669035
ISBN:	9798662466210

Readers Theatre and Reflective Judgment in Museums.
Boda, John Jay.

Readers Theatre and Reflective Judgment in Museums. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 187 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The Florida State University, 2020.

This item must not be sold to any third party vendors.

As part of their inherent work, museum personnel (both staff and volunteers) in almost every role, across every museum type, size, and subject communicate complex, interpreted, shared, disputed, communal, fallible, changing, and plural forms of knowledge-this is contentious knowledge. Yet, scholars have not previously explored the personal epistemology (the construction of meaning) of museum personnel-people with varying backgrounds, levels of education, and unique personal, physical, and sociocultural contexts, experiences, and epistemologies. From contentious knowledge, what meaning(s) do they create for themselves with the implication of potential transmission to visitors? The purpose for this exploratory qualitative descriptive study was to investigate the epistemic relationships between museum personnel and contentious knowledge. The study included a comprehensive literature review of contentious knowledge within cultural heritage institutions, reflective judgement-a theoretical framework to describe personal epistemology within contentious contexts (King & Kitchener, 1994, 2004), and readers theatre-an interactive pedagogical research approach to investigate meaning making (Tanner, 1993). Set in a large academic museum in the southeastern United States, the study included 11 participants (purposefully sampled from a population of 257 staff and 497 volunteers) whose regular duties included contact with museum visitors. The study imitated a professional development session leading participants through a readers theatre experience: an oral group reading of a prepared script embedded with a nonfiction contentious narrative, a post-reading guided group discussion, and individual written reflections. Summarized results included: (1) all participants centered and grounded their meaning making around the contentious nature of museum work using various levels of reflective thinking and (2) all participants described their readers theatre experience as a positive, reflective, and non-threatening group learning experience that helped them discuss potentially difficult and "hot topics" (Cameron & Kelly, 2010, p. i). Museum scholars interested in contentiousness, socially constructivist learning, and/or readers theatre pedagogy can use these fundamental results for theory-building approaches in research for museum education and visitor-centered curation to foster more inclusive, meaning-filled museum experiences for both personnel and visitors.

ISBN: 9798662466210Subjects--Topical Terms:

2122775
Museum studies.
Subjects--Index Terms:

Contentious

Readers Theatre and Reflective Judgment in Museums.
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