Pub Date : 2015-10-01DOI: 10.1179/1559689315Z.00000000037
Aleia Brown
Abstract In this essay, author Aleia Brown reflects on the relationship between race relations in the United States and the ongoing challenges of representation and interpretation of race in museums. The infinite and unresolved nature of Ferguson makes it difficult for museums to address, but by reflecting on the events related to police shootings across the country as well as the history of race in America, museums can be better equipped for interpretation and dialogue.
{"title":"On Race and Museums: Starting Conversations, Embracing Action","authors":"Aleia Brown","doi":"10.1179/1559689315Z.00000000037","DOIUrl":"https://doi.org/10.1179/1559689315Z.00000000037","url":null,"abstract":"Abstract In this essay, author Aleia Brown reflects on the relationship between race relations in the United States and the ongoing challenges of representation and interpretation of race in museums. The infinite and unresolved nature of Ferguson makes it difficult for museums to address, but by reflecting on the events related to police shootings across the country as well as the history of race in America, museums can be better equipped for interpretation and dialogue.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"109 - 112"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689315Z.00000000037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65843230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000029
M.E. Soto Huerta, L. H. Migus
Abstract Museums reflect the practices of the dominant culture within the particular society in which they are located. This article examines the effects of museums offering texts, cultural artifacts and experiences in English only, which function to exclude patrons, often visiting in family groups, from culturally and linguistically diverse backgrounds. This article includes explanations of various theoretical frameworks that help to explain how the construction and dynamism of social boundaries impact museum participation and guide considerations about designing and implementing bilingual and multilingual practices. Examples of successful institutional implementation are included. Recent research findings indicate that positive results for museums and visitors are supported when multilingual practices are central to mission statements and institutional sustainability goals.
{"title":"Creating Equitable Ecologies: Broadening Access through Multilingualism","authors":"M.E. Soto Huerta, L. H. Migus","doi":"10.1179/1559689314Z.00000000029","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000029","url":null,"abstract":"Abstract Museums reflect the practices of the dominant culture within the particular society in which they are located. This article examines the effects of museums offering texts, cultural artifacts and experiences in English only, which function to exclude patrons, often visiting in family groups, from culturally and linguistically diverse backgrounds. This article includes explanations of various theoretical frameworks that help to explain how the construction and dynamism of social boundaries impact museum participation and guide considerations about designing and implementing bilingual and multilingual practices. Examples of successful institutional implementation are included. Recent research findings indicate that positive results for museums and visitors are supported when multilingual practices are central to mission statements and institutional sustainability goals.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"17 - 8"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000032
Juli Goss, Elizabeth Kunz Kollmann, C. Reich, S. Iacovelli
Abstract The current conversation of multilingual engagement in museums often focuses on people who use spoken languages. Deafness, and visitors who use signed communication, such as American Sign Language (ASL), is instead placed in the realm of disability engagement. Drawing on relevant literature and contextualized by data gathered through recent visitor research at the Museum of Science, Boston, this article defines how people who are d/Deaf or hard of hearing are a diverse audience with a range of language and communication needs, argues that museums currently support only a subset of this audience, and lays out potential methods for better supporting the needs of all visitors who are d/Deaf or hard of hearing. Three categories of d/Deaf or hard of hearing visitor groups are described, including “Spoken-Focused,” “Simultaneous Language,” and “ASL-Focused.” Whereas written resources support “Spoken-Focused” groups and sign language resources support “ASL-Focused” groups, multilingual groups in which visitors use both ASL and English require further support. In order for museums to better prepare for and engage visitors who are d/Deaf or hard of hearing, museums should not conflate hearing loss with ASL use and understand that there is a wide range of multilingual and communication needs within this diverse audience.
{"title":"Understanding the Multilingualism and Communication of Museum Visitors who are d/Deaf or Hard of Hearing","authors":"Juli Goss, Elizabeth Kunz Kollmann, C. Reich, S. Iacovelli","doi":"10.1179/1559689314Z.00000000032","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000032","url":null,"abstract":"Abstract The current conversation of multilingual engagement in museums often focuses on people who use spoken languages. Deafness, and visitors who use signed communication, such as American Sign Language (ASL), is instead placed in the realm of disability engagement. Drawing on relevant literature and contextualized by data gathered through recent visitor research at the Museum of Science, Boston, this article defines how people who are d/Deaf or hard of hearing are a diverse audience with a range of language and communication needs, argues that museums currently support only a subset of this audience, and lays out potential methods for better supporting the needs of all visitors who are d/Deaf or hard of hearing. Three categories of d/Deaf or hard of hearing visitor groups are described, including “Spoken-Focused,” “Simultaneous Language,” and “ASL-Focused.” Whereas written resources support “Spoken-Focused” groups and sign language resources support “ASL-Focused” groups, multilingual groups in which visitors use both ASL and English require further support. In order for museums to better prepare for and engage visitors who are d/Deaf or hard of hearing, museums should not conflate hearing loss with ASL use and understand that there is a wide range of multilingual and communication needs within this diverse audience.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"52 - 65"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000033
N. Renner, C. Garibay, Carlos Plaza, S. Yalowitz
Abstract The Bilingual Exhibits Research Initiative investigated the current state of bilingual exhibits in informal science education by conducting exploratory research in two areas (1) professionals’ current practices related to bilingual exhibition production using English and Spanish; and (2) Spanish-speaking visitors’ perceptions and use of bilingual exhibits. Interviews with staff from a variety of informal science institutions across the country demonstrate that these professionals hold great collective knowledge, yet many questions remain related to the creation of welcoming, accessible learning environments for diverse audiences, and how to create bilingual exhibits with limited resources of staff time, money, and physical space. Staff at organizations without a formal commitment to bilingual exhibits spoke more about costs and logistical challenges. Staff at organizations with a policy or explicit strategic plan affirming an institutional commitment to bilingual exhibits spoke more about their audiences and the means by which they learn about their audiences. Some practitioners reflected that their efforts to serve culturally diverse communities resulted in visitorship of greater cultural diversity.
{"title":"Bilingual Exhibits: Current Practices, Collective Knowledge, Outstanding Questions","authors":"N. Renner, C. Garibay, Carlos Plaza, S. Yalowitz","doi":"10.1179/1559689314Z.00000000033","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000033","url":null,"abstract":"Abstract The Bilingual Exhibits Research Initiative investigated the current state of bilingual exhibits in informal science education by conducting exploratory research in two areas (1) professionals’ current practices related to bilingual exhibition production using English and Spanish; and (2) Spanish-speaking visitors’ perceptions and use of bilingual exhibits. Interviews with staff from a variety of informal science institutions across the country demonstrate that these professionals hold great collective knowledge, yet many questions remain related to the creation of welcoming, accessible learning environments for diverse audiences, and how to create bilingual exhibits with limited resources of staff time, money, and physical space. Staff at organizations without a formal commitment to bilingual exhibits spoke more about costs and logistical challenges. Staff at organizations with a policy or explicit strategic plan affirming an institutional commitment to bilingual exhibits spoke more about their audiences and the means by which they learn about their audiences. Some practitioners reflected that their efforts to serve culturally diverse communities resulted in visitorship of greater cultural diversity.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"66 - 82"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000028
C. Garibay, S. Yalowitz
Museum professionals have long advocated for museums as valuable spaces for education, civic engagement (Archibald 2004; DSP-groep 2011; Hein 2005) and even as places that inspire social change in our communities (Brown, Wood, and Salgado 2009; Sandell 1998). Yet paradoxically, as we argue for the very real value of museums in society, we also struggle with actually engaging allmembers of our communities regardless of class, gender, age, race/ethnicity, or even linguistic background (see, for example, Farrell and Medvedeva 2010). In the case of language, we have arguably been slower to recognize and identify strategies for including multilingual audiences. The reasons for this vary and include, among others, the belief that linguistic diversity is not common, the prediction that youth will primarily speak the dominant language of the nation (meaning it is not necessary to invest in learning how to serve multilingual groups), the view that someone in a group can translate (for instance, children in a family group), and the opinion that developing multilingual resources is too challenging and cost-prohibitive. The prominence of one, or a few, dominant languages used in “official” capacities such as government or business tends to give the impression that linguistic diversity is uncommon. Yet this is far from true. Within Europe’s 48 countries, for instance, approximately 250 indigenous languages are spoken, and migration has made Europe increasingly more multilingual. London, for example, counts more than 300 languages spoken as “home languages” (Gorter et al. 2009). In the United States, more than 60 million people speak a language other than English at home; of this population, one in five are school-aged children. Moreover, many U.S. residents who speak a language other than English at home are not immigrants; 44% of those individuals were born in the United States (Ryan 2013). And, this does not count the estimated 70 million people around the world who use sign language as their first language (World Federation of the Deaf, nd). museums & social issues, Vol. 10 No. 1, April, 2015, 2–7
博物馆专业人士长期以来一直主张博物馆是教育和公民参与的宝贵空间(Archibald 2004;DSP-groep 2011;Hein 2005)，甚至是激发我们社区社会变革的地方(Brown, Wood, and Salgado 2009;Sandell 1998)。然而，矛盾的是，当我们为博物馆在社会中的真正价值而争论时，我们也在努力吸引我们社区的所有成员，无论他们是阶级、性别、年龄、种族/民族，甚至是语言背景(例如，参见Farrell和Medvedeva 2010)。就语言而言，我们在识别和确定包括多语言受众的策略方面可以说是比较慢的。造成这种情况的原因各不相同，其中包括语言多样性并不普遍的信念，预测年轻人将主要使用国家的主导语言(这意味着没有必要投资学习如何为多语言群体服务)，一个群体中的某人可以翻译的观点(例如，家庭群体中的儿童)，以及开发多语言资源过于具有挑战性和成本过高的观点。在政府或商业等“官方”能力中使用的一种或几种占主导地位的语言，往往会给人一种语言多样性并不常见的印象。然而，事实远非如此。例如，在欧洲的48个国家中，大约有250种土著语言，移民使欧洲越来越多地使用多种语言。例如，在伦敦，超过300种语言被认为是“母语”(Gorter et al. 2009)。在美国，超过6000万人在家说英语以外的语言;在这一人口中，五分之一是学龄儿童。此外，许多在家里说英语以外语言的美国居民不是移民;其中44%的人出生在美国(Ryan 2013)。而且，这还不包括世界上大约7000万以手语为第一语言的人(世界聋人联合会)。《博物馆与社会》，第10卷第1期，2015年4月，第2-7页
{"title":"Redefining Multilingualism in Museums: A Case for Broadening Our Thinking","authors":"C. Garibay, S. Yalowitz","doi":"10.1179/1559689314Z.00000000028","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000028","url":null,"abstract":"Museum professionals have long advocated for museums as valuable spaces for education, civic engagement (Archibald 2004; DSP-groep 2011; Hein 2005) and even as places that inspire social change in our communities (Brown, Wood, and Salgado 2009; Sandell 1998). Yet paradoxically, as we argue for the very real value of museums in society, we also struggle with actually engaging allmembers of our communities regardless of class, gender, age, race/ethnicity, or even linguistic background (see, for example, Farrell and Medvedeva 2010). In the case of language, we have arguably been slower to recognize and identify strategies for including multilingual audiences. The reasons for this vary and include, among others, the belief that linguistic diversity is not common, the prediction that youth will primarily speak the dominant language of the nation (meaning it is not necessary to invest in learning how to serve multilingual groups), the view that someone in a group can translate (for instance, children in a family group), and the opinion that developing multilingual resources is too challenging and cost-prohibitive. The prominence of one, or a few, dominant languages used in “official” capacities such as government or business tends to give the impression that linguistic diversity is uncommon. Yet this is far from true. Within Europe’s 48 countries, for instance, approximately 250 indigenous languages are spoken, and migration has made Europe increasingly more multilingual. London, for example, counts more than 300 languages spoken as “home languages” (Gorter et al. 2009). In the United States, more than 60 million people speak a language other than English at home; of this population, one in five are school-aged children. Moreover, many U.S. residents who speak a language other than English at home are not immigrants; 44% of those individuals were born in the United States (Ryan 2013). And, this does not count the estimated 70 million people around the world who use sign language as their first language (World Federation of the Deaf, nd). museums & social issues, Vol. 10 No. 1, April, 2015, 2–7","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"2 - 7"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000034
Jennie Martin, Marilee Jennings
Abstract This article provides a case study that outlines the steps taken on an institutional path that began with a focus on one targeted audience and flourished, through reflection and learning, to become a gateway toward institutional cultural competence. Children's Discovery Museum of San Jose began its journey toward engaging multilingual audiences as an audience development initiative to bring more Latino visitors to the institution. Included are a series of questions to consider when engaging new communities, increasing organizational capacity, and increasing communication and cultural competence for staff.
{"title":"Tomorrow's Museum: Multilingual Audiences and the Learning Institution","authors":"Jennie Martin, Marilee Jennings","doi":"10.1179/1559689314Z.00000000034","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000034","url":null,"abstract":"Abstract This article provides a case study that outlines the steps taken on an institutional path that began with a focus on one targeted audience and flourished, through reflection and learning, to become a gateway toward institutional cultural competence. Children's Discovery Museum of San Jose began its journey toward engaging multilingual audiences as an audience development initiative to bring more Latino visitors to the institution. Included are a series of questions to consider when engaging new communities, increasing organizational capacity, and increasing communication and cultural competence for staff.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"83 - 94"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65843214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000030
R. Shelley
Abstract This article explores multilingual practices in museums by looking to Belgium, where the question of language is a particularly contentious one. Arts and heritage institutions are increasingly called upon to assume a more active role in democratizing the processes of selection, interpretation and display by entering into dialogue with their audiences. Thanks to the variety and diversity already present within their collections, museums are uniquely positioned to provide a platform for engaging multisensory and intercultural encounters, but the problem remains of how to extend these experiences to linguistically diverse audiences in meaningful and inclusive ways. The article draws on research from the field of performance studies to reflect upon emerging knowledge of the processes of performance and reception that take place during an individual's visit to a heritage site or event. It considers the role that languages, in the broadest sense of the word, might play in the exchange between museum and audience.
{"title":"Languages at Play in the Museum: The Case of Belgium and her Multilingual Arts and Heritage Institutions","authors":"R. Shelley","doi":"10.1179/1559689314Z.00000000030","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000030","url":null,"abstract":"Abstract This article explores multilingual practices in museums by looking to Belgium, where the question of language is a particularly contentious one. Arts and heritage institutions are increasingly called upon to assume a more active role in democratizing the processes of selection, interpretation and display by entering into dialogue with their audiences. Thanks to the variety and diversity already present within their collections, museums are uniquely positioned to provide a platform for engaging multisensory and intercultural encounters, but the problem remains of how to extend these experiences to linguistically diverse audiences in meaningful and inclusive ways. The article draws on research from the field of performance studies to reflect upon emerging knowledge of the processes of performance and reception that take place during an individual's visit to a heritage site or event. It considers the role that languages, in the broadest sense of the word, might play in the exchange between museum and audience.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"18 - 34"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-17DOI: 10.1179/1559689314Z.00000000031
S. Yalowitz, C. Garibay, N. Renner, Carlos Plaza
Abstract The Bilingual Exhibits Research Initiative examined the extent to which Spanish-speaking groups (defined as intergenerational groups who speak Spanish most or all of the time at home) engage in and use Spanish–English bilingual interpretation in informal science education institutions. Thirty-two bilingual Spanish-speaking groups were observed and interviewed about their visit to a bilingual exhibition. Groups were observed to read and talk in both Spanish and English. Adults were more likely to use Spanish compared to children, who used English more often. The groups often engaged in code switching, going back and forth seamlessly between the two languages. The findings confirmed that access to content is an important affordance of including bilingual interpretation, since ability to read in English often varied in intergenerational Spanish-speaking groups. Further research is needed to expand on this exploratory study to determine how institutions can most effectively employ bilingual interpretation for Spanish-speaking visitor groups, given that the use of bilingual interpretation was more complex than originally envisioned.
{"title":"Bilingual Spanish-English Intergenerational Groups' Experiences in Bilingual Exhibitions","authors":"S. Yalowitz, C. Garibay, N. Renner, Carlos Plaza","doi":"10.1179/1559689314Z.00000000031","DOIUrl":"https://doi.org/10.1179/1559689314Z.00000000031","url":null,"abstract":"Abstract The Bilingual Exhibits Research Initiative examined the extent to which Spanish-speaking groups (defined as intergenerational groups who speak Spanish most or all of the time at home) engage in and use Spanish–English bilingual interpretation in informal science education institutions. Thirty-two bilingual Spanish-speaking groups were observed and interviewed about their visit to a bilingual exhibition. Groups were observed to read and talk in both Spanish and English. Adults were more likely to use Spanish compared to children, who used English more often. The groups often engaged in code switching, going back and forth seamlessly between the two languages. The findings confirmed that access to content is an important affordance of including bilingual interpretation, since ability to read in English often varied in intergenerational Spanish-speaking groups. Further research is needed to expand on this exploratory study to determine how institutions can most effectively employ bilingual interpretation for Spanish-speaking visitor groups, given that the use of bilingual interpretation was more complex than originally envisioned.","PeriodicalId":29738,"journal":{"name":"Museums & Social Issues-A Journal of Reflective Discourse","volume":"10 1","pages":"35 - 51"},"PeriodicalIF":0.0,"publicationDate":"2015-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1179/1559689314Z.00000000031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65842710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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