解读苏格兰博物馆社区参与实践者关于知识生产的叙述中的复杂性、挑战和细微差别

IF 1 4区 社会学 0 HUMANITIES, MULTIDISCIPLINARY Curator: The Museum Journal Pub Date : 2024-02-02 DOI:10.1111/cura.12611
L. Wallén, John R. Docherty-Hughes, Stephen Darling
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引用次数: 0

摘要

本文探讨了社区参与实践者如何理解他们在促进和编排对话空间(Freire, 2005)中的知识生产工作,在对话空间中出现了 "有机知识分子"(Gramsci, 1971)和 "另类 "知识。采用定性、现象学的研究策略,通过对苏格兰社区参与实践者进行半结构化访谈获得数据。实践者强调了在知识生产中与项目参与者建立公平关系的重要性。实践者的叙述揭示了这些关系是如何实现的,以及这些关系如何影响他们自己和博物馆机构的实践。我们承认,社区项目参与者的专业知识被实践者视为有效社区参与的关键。我们主张对博物馆社区参与实践中固有的复杂性进行细致入微的概念化--以及对其的理解,而这在博物馆研究工作中往往是缺失的。这种概念化蕴含在实践者的主观经验和反思以及结构性背景中,它们同时促进和制约着有意义的社区参与工作。
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Unpacking the complexities, challenges, and nuances of museum community engagement practitioners' narratives on knowledge production in Scotland
This paper explores how community engagement practitioners understand their knowledge production work in facilitating and choreographing dialogical spaces (Freire, 2005) within which “organic intellectuals” (Gramsci, 1971) and “alternative” knowledge emerge. Using a qualitative, phenomenological research strategy, data were generated through semi‐structured interviews with community engagement practitioners in Scotland. Practitioners emphasize the importance of equity in the relationship with project participants in knowledge production. Practitioners' narratives reveal how those relationships are realized and how these inform their own and the museum institutions' practice. We acknowledge that community‐based project participants' expertise is prioritized by practitioners as critical to effective community engagement. We argue for a nuanced conceptualization—and appreciation—of the complexities inherent in museum community engagement practice, which is often absent in museum studies work. This conceptualization is embedded in practitioners' subjective experiences and reflections, as well as structural contexts, which simultaneously enable and constrain meaningful community engagement work.
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来源期刊
Curator: The Museum Journal
Curator: The Museum Journal HUMANITIES, MULTIDISCIPLINARY-
CiteScore
1.70
自引率
10.00%
发文量
63
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