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

该研究的重点是伦敦泰特大学的学校和教师团队正在开展的工作，他们一直致力于改善黑人和少数民族教师获得和参与项目活动的机会，并更广泛地提高教师对种族和文化的认识，以回应他们在培训项目中遇到的问题。这项研究试图理解：A)教师的特殊经验、信仰和态度如何作为使用教学资源的起点，旨在通过艺术打开他们对种族、种族主义和文化差异的知识和思考；b)这些信仰、态度和对语言和参考使用的敏感性的转变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/艺术家对艺术世界的相关性和贡献，并为教师提供能够在课堂上解决文化和差异问题的语言。该研究使用批判理论和定性方法（焦点小组和访谈）以及基于实践的研究，与具有不同学科专长的艺术教师和艺术家深入探讨，他们对促进和/或抑制教师和学生讨论（由种族，民族和文化告知）博物馆艺术的因素的观点；用来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对教师、艺术家和学生更具包容性的空间；以及如何加强包容性教师实践。话语分析和批判理论也将用于：i)理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年代在教育和更广泛的社会中流行的英国黑人艺术运动；Ii)了解主导话语是如何在职前和在职教师中被复制和抵制的；iii)了解在职教师对英国黑人和国际黑人艺术/艺术家的观点/理解，以及英国黑人艺术如何通过泰特艺术课堂干预受到挑战。这种方法将有助于确定哪些英国黑人和国际黑人艺术/艺术家的话语是通过学生/教师与艺术的互动产生的，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在职教师的身份背景（例如阶级，种族，年龄，性别）相互作用，以及如何使用泰特干预来支持不同种族的在职教师（有或没有艺术背景）在画廊和教室里与孩子们进行关于种族和文化的“困难”艺术对话。

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.