<p> This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how <i>place-conscious education</i> in a community setting can encourage students&rsquo; relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from <i> wayfinding</i> and <i>psychogeographic</i> methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.</p><p> This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of <i>travel</i> are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.</p>

<p> This dissertation is a case&nbsp;study, written from my perspective as a new museum professional and museum educator. The work explores the museum as an institutional and community space and demonstrates how museum educators may understanding their role and the roles of their peers in a relational way with the aim of increased productivity.</p><p> Using a contemporary university art museum as the setting, I and 14 of my museum colleagues, at least one from each department at the museum,&nbsp;discuss our understandings of: co-creation, collaboration, physical mental and social space individually and as a group. The questions that guide this study are: </p><p> &bull; What do art museum staff members communicate about their understanding of their roles in co-creative and collaborative education programming and museum exhibition design in contexts of relational space in the museum? </p><p> &bull; What indicators of internal dialogue are revealed in this exploration? </p><p> &bull; &nbsp;What do these conversations uncover about staff understanding(s) of the spaces that they work in as relational? </p><p> &bull; What ideas arise regarding possible change for the museum&rsquo;s approach to collaborative and co-creative education programming and museum exhibition design?</p><p> I utilize two methodologies, case study and auto ethnography, to create a relational accounting of my experience and how my understandings and perspective changed during this process.</p><p> I also incorporate a theoretical frame grounded in theories of relational space from Martina L&ouml;w and Henri Lefebvre to guide my research. To highlight my methodological frame, I collected observations and reflections about the one-on-one interviews and two large focus groups I facilitated in my research journal. I captured photographs of my colleagues&rsquo; work spaces to serve as visual aids for the readers regarding my process and interest in space. </p><p> Themes include those guided by the methods that focused on understandings of: co-creation, collaboration, physical space, mental space and social space. Participants also discussed additional properties that shape their understanding of these terms. They include: age, untapped staff talent, the impact of hierarchy in the museums&rsquo; internal structure, staffs' varied understanding of the museum visitor and power in different spaces.</p><p> From my perspective, these findings represent opportunities for new museum professionals and educators to strategically approach their transition from in-classroom learning to the workforce. These findings also present opportunities for museum educators to reimagine the formal and informal learning opportunities museums can offer those interested in a career in the museum sector and museum education.</p><p>

<p> This dissertation explores narratives that emerge from a community-museum collaboration while working with refugees in relation to Trinh T. Minh-ha&rsquo;s (2011) concept of the boundary event. Within this study the boundary event is explored as moments of overlap where identity, experiences, knowledge, and processes are continuously being negotiated; by embracing or leaning into these moments, community-museum programs can develop multivocal narratives&mdash;where no single voice is heard as distinctly clear or separate. These co-created museum narratives stand in contrast to educational and engagement strategies that aim to instill knowledge and elevate community with the museum as the expert. In this dissertation 16 participant voices&ndash; of 15 refugees and one museum educator&ndash; mingle, coalesce, and complicate museum narratives. These narratives are participant-created (data presentation) as well as researcher-constructed (analysis and interpretation). Using the methodological lens of narrative inquiry and decolonization I investigated data collected from over a two-year period (summer 2013-summer 2015) including: content and wall labels collected from two exhibitions, one marks the beginning of the study in 2013 and the second in 2015 concludes the study; gallery activities collected over the course of the two-year study; and educator field notes from the 28 individual sessions. Ultimately, I argue that multivocal narratives, and embracing moments defined as the boundary event, complicate traditional hierarchy and expected stories of refugees and new migrants illustrating how difference can positively disrupt linear, static, and authoritative institutional narratives.</p><p>

<p>The growing diversity of museum visitors has shifted art museums? educational goals towards developing new ways for visitors to create meaningful experiences. Currently, the predominant method of instruction for adults relies on the lecture based format. The argument made in this study suggests that the interactive strategies used for children could be equally beneficial if applied to adults, provided these activities are designed specifically for adults. Based on the research, when interactive activities are made available to adults it is usually done through a ?multi-generational? approach, inherently geared for adults accompanying children. To address this concern, the study surveyed the educational departments and programs of eight museums in Southern California. The results explore current educational trends and conclude with suggestions how museums can begin modifying and implementing interactive strategies for the adult visitor.

<p> This study examined how adult guests to the California Science Center engage with a specific conservation education topic: sustainable seafood. Sustainable seafood is a common education message delivered in informal science institutions. This study also investigated whether engaging in an activity about sustainable seafood while simultaneously viewing live fish species would have a greater impact on guests than participating in the same activity while viewing a laboratory space. </p><p> The data showed that guests who participated in a hands-on activity about sustainable seafood knew more about conservation-related topics and were more likely to adopt behaviors conducive to sustainable seafood consumption than guests who participated in a different hands-on activity. The data also showed that the settings in which guests participate in this Sustainable Seafood activity do not influence their knowledge or behavior. This indicates that this Sustainable Seafood activity is effective in educating adult guests, regardless of the setting.</p><p>

<p> Latino English learners (ELs), among the largest student population in the United States K-12 school system, continue to lag behind their English-proficient peers. They also tend to attend segregated schools, have less-qualified teachers, and lack access to rigorous curriculum, including the arts. Museum education departments have increasingly sought to fill the gap in arts education for underserved populations. This mixed methods study explored the degree to which teaching artists (TAs) from a large metropolitan museum are effectively addressing the art education needs of Latino ELs. The dissertation study occured in two phases. Phase 1 included quantitative analysis of observations of the TAs using the numeric components and ancedotal evidence of the Observation Protocol for Academic Literacies. Phase 2 consisted of semi-structured interviews with the participants. Findings of the study indicate that while TAs can improve instruction in terms of providing materials of students&rsquo; native langauge and providing opportunities to transfer skills between their primary and the target language, they nevertheless use numerous strategies for effective English language instruction. This can inform museum education departments on effective teaching practices of ELs, an area of study that has almost no scholarship.</p><p>

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T13:29:34Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) VERSÃO FINAL DISSERTAÇÃO COM FICHA CATALOGRAFICA MANUELA DIA.pdf: 2235780 bytes, checksum: d34b21b50b12a60077b33555a2298394 (MD5) / Made available in DSpace on 2016-06-30T13:29:34Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) VERSÃO FINAL DISSERTAÇÃO COM FICHA CATALOGRAFICA MANUELA DIA.pdf: 2235780 bytes, checksum: d34b21b50b12a60077b33555a2298394 (MD5) Previous issue date: 2015-07-31 / O tema da educação está presente como um dos pressupostos na ação dos museus, que não tem como finalidade apenas armazenar e conservar objetos. A partir do século XX, existe um deslocamento da ênfase da Salvaguarda (documentação/conservação) para a Comunicação (expografia/ação-educativa). Assim, os museus passam a exercer uma função educativa. No entanto, até o momento presente, o uso do próprio termo educação museal, ―se mostra como uma necessidade de explicitação daquilo que o diferencia de outros termos utilizados para qualificar o tipo de educação que se faz nos museus‖ (PNEM, 2013). Desse modo, o presente estudo tem como objetivo refletir sobre a construção de conceitos a respeito da educação museal vis-à-vis os elementos constitutivos da forma escolar- fenômeno que caracteriza um processo de escolarização de outros espaços/relações, e provoca um borramento das fronteiras entre educação e escolarização. A invenção da escola, enquanto projeto da modernidade, está relacionado à ideia de um acesso seguro ao saber, que se refere a uma tentativa de tornar as ações e os sujeitos mais disciplinados. Com a experiência moderna de ciência e educação, o ato de imaginar não é entendido como a capacidade de construir novas relações entre objetos, valores, palavras e imagens, a imaginação é deslocada da função de produzir conhecimento (JESUS, 2014). Para Paul Ricoeur a imaginação é um meio para a abertura de novos modelos explicativos, tem um papel ontológico. Assim, o conhecimento não é fundado apenas em critérios dotados de razão, mas também de imaginação. Uma das intenções da pesquisa é pensar em que medida a configuração de um campo conceitual sobre educação museal está relacionado com a forma escolar, e como essa modalidade educativa pode contribuir com um processo de construção do conhecimento, que valorize mais a imaginação. Para Ernesto Laclau, a materialidade do social ganha novos sentidos a partir de diferentes maneiras de produzir discursos. Museus e escolas são importantes dispositivos de manutenção da memória, alvo de muitas demandas e disputas de significações. Ao propor um estudo sobre a dimensão educativa desses espaços, direta ou indiretamente estamos propondo uma reflexão crítica sobre os desafios políticos de analisar a educação no nosso tempo. A pesquisa terá como aporte teórico metodológico aspectos da teoria do discurso de Ernesto Laclau em articulação com o pensamento hermenêutico de Paul Ricoeur. / The topic of education is present as one of the assumptions in the action of museums, which not only aims to store and preserve objects. From the twentieth century, there is a change of emphasis of Safeguard (documentation / conservation) for Communication (expography / action-educational). Thus, museums begin to exert an educational function. However, to date, the use of the term itself museum education, "appears as a need to clarify what differentiates it from other terms used to describe the type of education that is in museums" (Pnem, 2013). Thus, this study aims to reflect on the construction of concepts about vis-à-vis the museum education of the elements of form escolar- phenomenon featuring an educational process to other areas / relationships, and causes a blurring of boundaries between education and schooling. The invention of the school, while the modernity project is related to the idea of a secure access to knowledge, which refers to an attempt to make the actions and the most disciplined subjects. With modern experience of science and education, the act of imagining is not understood as the ability to build new relationships between objects, values, words and images, the imagination is moved from the role of producing knowledge (Jesus, 2014). For Paul Ricoeur imagination is a way for the opening of new explanatory models, has an ontological role. Thus, knowledge is based not only on criteria endowed with reason, but of imagination. One of the survey's intentions is to think to what extent the configuration of a conceptual field of museum education is related to the school form, and how this educational modality can contribute to a process of knowledge construction, which puts more emphasis imagination. Ernesto Laclau, the materiality of the social gains new meanings from different ways of producing discourse. Museums and schools are important in maintaining memory devices, the subject of many demands and meanings disputes. In proposing a study on the educational dimension of these spaces, directly or indirectly we are proposing a critical reflection on the political challenges of analyzing education in our time. The research will have as methodological theoretical support aspects of Ernesto Laclau discourse theory in conjunction with the hermeneutical thought of Paul Ricoeur.

This diploma thesis deals with the educational activities of museums for adult visitors. The main aim of this thesis is to analyze the realization of educational activities in museums with respect to the specifics of adults as a target group. The intention is to examine the implementation of adult education programs, their preparation, structure and development as educational institutions. Furthermore, the work focuses on the target group of adult visitors. Part of the diploma thesis is research, which carried out through qualitative semi-structured interviews with selected staff and lecturers who provide education in museums. It will be carried out in museums in the Central Bohemian Region, which will be selected because of their location. The purpose of the research is to map out the implementation of adult education in the museum from the point of view of museum workers. The intention is to find out whether museums reflect the content of the adult learner's content and realization of educational programs, what forms of education and learning they use and what barriers and possibilities they find in this context.

This diploma thesis is focused on possibilities of civil and social/scientific basis education along with use of activities of the Jewish museum in Prague and its action. Theoretical part of the thesis compares three different perspectives of the museum as an institution and represents museological, pedagogical and museum- pedagogical knowledge. Furthermore, this part describes the relation between the museum and school as well as the museum and society. This part also contains characteristics of the Jewish museum activities and its history. Last passage of theoretical part includes a presentation of project education as a form of teaching. Practical part involves education project on human rights subject for students of secondary school. Theoretical part of the diploma thesis is based on study of technical literature, practical part comes out from Framework Education Programme for Secondary General Education. KEYWORDS Framework Education Programme for Secondary General Education, museum education, project teaching, Jewish Museum in Prague, human rights.