Abstract
| Language | English |
|---|---|
| Pages | 143-159 |
| Number of pages | 17 |
| Journal | European Journal for Research on the Education and Learning of Adults |
| Volume | 10 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 7 May 2019 |
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The Feminist Museum Hack as an aesthetic practice of possibility. / Clover, Darlene; Williamson, Sarah.
In: European Journal for Research on the Education and Learning of Adults, Vol. 10, No. 2, 07.05.2019, p. 143-159.Research output: Contribution to journal › Article
TY - JOUR
T1 - The Feminist Museum Hack as an aesthetic practice of possibility
AU - Clover, Darlene
AU - Williamson, Sarah
N1 - Themed edition : RELA-issue on ‘Adult Education and the Aesthetic Experience’
PY - 2019/5/7
Y1 - 2019/5/7
N2 - This article outlines the central components, foundations and key activities of the Feminist Museum Hack, an investigative, pedagogical, analytical and interventionist tool we have designed to explore patriarchal assumptions behind the language, images and stragecrafting (positioning, lighting) of museums and art galleries. We also share findings from a study of student and community participants who employed the Hack in a museum in Canada and an art gallery in England. While differences existed due to institutional genres, findings showed participants’ ability to see and to reimagine absences, objectification, fragmentation, and double-standards and apply these to the world beyond the institution’s walls. As a form of pedagogy of possibility, the Hack encourages critique, just ire and the imagination. As it hones visual literacy skills it emboldens participants to challenge the authority of the museum narratives and to engage in creative practices of agency and activism.
AB - This article outlines the central components, foundations and key activities of the Feminist Museum Hack, an investigative, pedagogical, analytical and interventionist tool we have designed to explore patriarchal assumptions behind the language, images and stragecrafting (positioning, lighting) of museums and art galleries. We also share findings from a study of student and community participants who employed the Hack in a museum in Canada and an art gallery in England. While differences existed due to institutional genres, findings showed participants’ ability to see and to reimagine absences, objectification, fragmentation, and double-standards and apply these to the world beyond the institution’s walls. As a form of pedagogy of possibility, the Hack encourages critique, just ire and the imagination. As it hones visual literacy skills it emboldens participants to challenge the authority of the museum narratives and to engage in creative practices of agency and activism.
KW - Aesthetic pedagogies
KW - Feminism
KW - Hacking
KW - Museum
UR - http://www.scopus.com/inward/record.url?scp=85069683508&partnerID=8YFLogxK
U2 - 10.3384/rela.2000-7426.RELA9142
DO - 10.3384/rela.2000-7426.RELA9142
M3 - Article
VL - 10
SP - 143
EP - 159
JO - European Journal for Research on the Education and Learning of Adults
T2 - European Journal for Research on the Education and Learning of Adults
JF - European Journal for Research on the Education and Learning of Adults
SN - 2000-7426
IS - 2
ER -