In what ways does in the museum context provide a safe space to ask difficult questions around culture and race?

博物馆环境如何提供一个安全的空间来提出有关文化和种族的难题？

• 批准号: 2142458
• 金额: --
• 依托单位: University of Bedfordshire
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2016
• 资助国家: 英国
• 起止时间: 2016 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2142458
• 关键词: what; ways; does; museum; context

Project summaryThe study focuses on work being undertaken by the Schools and Teachers team at Tate in London who have been working to improve access to and participation in programme activity by Black and minority ethnic teachers, and raise awareness of race and culture with teachers more widely in response to issues they have encountered through their training programmes. The study seeks to understand: a) how teachers' particular experiences, beliefs and attitudes operate as the starting point in using a teaching resource designed to open up their knowledge and thinking around race, racism and cultural difference through art, b) how shifts in these beliefs, attitudes and a sensitivity with regard to the use of language and reference might impact on students as learners, c) whether an art intervention can lead to a more informed understanding of the range, relevance and contribution of Black British and international Black art/artists to the world of art and equip teachers with the language to be able to address issues of culture and difference in the classroom.The study uses critical theory and qualitative methodologies (focus groups and interviews) and practice based research to explore in depth with art teachers with varied subject specialisms and artists, their perspectives as to the factors which facilitate and/or inhibit teacher and student discussions (informed by race, ethnicity and culture) about art in museums; the type of language used to broach difficult questions around race and culture; the extent to which art discussions around culture and race can lead to museums being viewed as more inclusive spaces for teachers, artists and students; and what can be done to enhance inclusive teacher practice.Discourse analysis and critical theory will also be used to: i) understand dominant discourses/representations of Black British and international Black art/artists, including but not exclusive to the Black British art movement of the 1970s and 1980s, prevalent in education and wider society; ii) understand how dominant discourses are reproduced and resisted by pre and in-service teachers;iii) understand how pre and in-service teacher perspectives/understandings of Black British and international Black art/artists, and the Black British art can be challenged through a Tate art classroom intervention.Such an approach will assist in identifying which discourses of Black British and international Black art/artists are produced through student/teacher interactions with art, the art curriculum in school and BME artists, how dominant discourses of British and International BME art practices interact with pre and in-service teachers' identity backgrounds (e.g. class, ethnicity, age, gender), and how Tate interventions can be used to support ethnically diverse pre and in-service teachers (with and without backgrounds in art) to engage in 'difficult' art conversations around race and culture with children in the gallery and classroom.

该研究的重点是伦敦泰特美术馆的学校和教师小组正在开展的工作，他们一直在努力改善黑人和少数民族教师参加方案活动的机会，并更广泛地提高教师对种族和文化的认识，以应对他们在培训方案中遇到的问题。该研究旨在了解：（a）教师的特殊经验、信念和态度如何作为利用教学资源的出发点，这些教学资源旨在通过艺术开拓他们对种族、种族主义和文化差异的知识和思考，B）这些信念、态度的转变以及对语言和参照物的使用的敏感性如何影响作为学习者的学生，c）艺术干预是否可以导致对范围的更知情的理解，英国黑人和国际黑人艺术的相关性和贡献/艺术家进入艺术世界，并使教师掌握能够在课堂上解决文化和差异问题的语言。和定性方法（焦点小组和访谈）和实践研究，深入探讨不同学科的艺术教师和艺术家对促进和/或抑制教师和学生讨论的因素的看法（由种族，民族和文化告知）关于博物馆的艺术;用于提出有关种族和文化的难题的语言类型;围绕文化和种族的艺术讨论在多大程度上可以使博物馆被视为教师、艺术家和学生更具包容性的空间;以及可以做些什么来加强包容性的教师实践。话语分析和批判理论也将用于：i）了解英国黑人和国际黑人艺术/艺术家的主导话语/表现，包括但不限于20世纪70年代和80年代的英国黑人艺术运动，在教育和更广泛的社会中盛行; ii）了解占主导地位的话语是如何被学前和在职教师复制和抵制的; iii）了解职前和在职教师对英国黑人和国际黑人艺术/艺术家的看法/理解，英国黑人艺术可以通过泰特美术馆的课堂干预来接受挑战。这种方法将有助于确定英国黑人和国际黑人艺术/艺术家的哪些话语是通过学生/教师与艺术的互动，学校的艺术课程和BME艺术家，英国和国际BME艺术实践的主导话语如何与职前和在职教师的身份背景互动（例如阶级、种族、年龄、性别），以及如何利用泰特干预措施来支持种族多样的职前和在职教师（有和没有艺术背景）在画廊和教室里与孩子们围绕种族和文化进行“困难”的艺术对话。