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Getting Outside Our Walls : = How a Provulnerable Culture Supports Organizational and Visitor Learning in Museums.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Getting Outside Our Walls :/
其他題名:	How a Provulnerable Culture Supports Organizational and Visitor Learning in Museums.
作者:	Goldstone, Jennie R.
面頁冊數:	1 online resource (190 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Museum studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30422730click for full text (PQDT)
ISBN:	9798379775551

Getting Outside Our Walls : = How a Provulnerable Culture Supports Organizational and Visitor Learning in Museums.
Goldstone, Jennie R.

Getting Outside Our Walls :How a Provulnerable Culture Supports Organizational and Visitor Learning in Museums. - 1 online resource (190 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--University of California, San Diego, 2023.

Includes bibliographical references

Museum education experiences have transformative potential for visitors, and particularly for young learners whose needs may not be met in formal preK-12 settings. Moreover, education is central to the mission of museums, for whom continued relevance and viability relies on the skill of educators to bridge museum content and the diverse identities of visitors. Yet education often occupies a lower status in museums, and the work of museum educators is often undervalued. In such institutions, educators do not get the time, support, or resources they need to fulfil the potential of their role, working as "technicians" rather than expert practitioners. While the literature acknowledges this problem, the responsibility for change is placed on the educators themselves, rather than examining museum education as a function of museum structure and culture. This goal of this convergent, mixed methods, comparative case study was to address this gap in the literature, and explore the institutional characteristics of two mid-sized museums in the US recognized for excellence in education. The findings suggest that when museum leaders activate their value of education, it is not to replace one hierarchy with another, but rather to move toward greater collaboration and power sharing. Doing so requires the courage to be vulnerable: To let go of an authoritative status in favor of creating space for more voices to be heard. In modeling their openness to vulnerability, museum leaders create a provulnerable culture, which establishes the psychological safety for educators to shift toward a learner-centered approach resulting in deeper learning outcomes; and for the museum to become more open and responsive to visitors and the wider community. Taken together, findings indicate that a provulnerable culture challenges traditional authoritative structures and supports critical moves toward diversity, equity, access, and inclusion (DEAI). Museums have long embraced a mission of education and service, and more recently of advancing DEAI, but the traditional structure and culture of museums preclude its realization. This study suggests that when leaders "get outside their walls", museums are better able to become "the institution that is needed and wanted in [their] community".

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379775551Subjects--Topical Terms:

2122775
Museum studies.
Subjects--Index Terms:

Informal learningIndex Terms--Genre/Form:

542853
Electronic books.

Getting Outside Our Walls : = How a Provulnerable Culture Supports Organizational and Visitor Learning in Museums.
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