Decolonisation guidance and its impact on museum learning practice

非殖民化指导及其对博物馆学习实践的影响

• 批准号: 2627587
• 金额: --
• 依托单位: University of Brighton
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2627587
• 关键词: Decolonisation; guidance; its; impact; museum

In the last five decades, UK-based museums have recognised the necessity to reassess their social obligations and address injustices of the past and present. Many museum workers, academics and audiences advocate for the application of decolonial theories to critically address colonial legacies, repatriation claims and diversification in the sector. However, there is little consensus among practitioners on what 'good decolonial practice' entails (Wintle 2017) and whether 'decolonisation' frameworks are appropriate for UK-based museums. Some museums and sectoral organisations, including the Museums Association, have established working groups to respond to these questions. Alongside these complex debates, museum practitioners at every level contend with the long-term expectations and the immediate realities of decolonisation. Addressing their lived experiences, I will explore how decolonisation guidance affects the learning approach used by museums and the practice of learning staff. I will examine how decolonisation is conceptualised and enacted through interactions between institutions, staff and audiences to build a comprehensive picture of the changes that occur, drawing on ethnographic case studies of three UK-based museums who have announced their commitment to decolonisation in their work. Through participation in meetings, staff interviews and focus groups, this project will elucidate realities of and effective strategies for implementing decolonisation guidance that responds to specific concerns of practitioners and builds public trust. Recent media attention on certain institutions has incited public backlash to decolonisation projects, accusing them of political bias (Hicks 2020). Yet the pandemic and recent Black Lives Matter protests have highlighted that difficult social topics cannot be ignored by the cultural sector. Learning programmes are often envisioned as a space of "respectful dialogical exchange" on uncomfortable issues (Golding 2009, 2).Therefore, it is timely to study how learning practitioners, as public-facing communicators of museums' decolonisation agendas can build resilience to hostility while incorporating socio-political concerns into their practice.

在过去的五十年中，英国的博物馆认识到有必要重新评估其社会义务并解决过去和现在的不公正现象。许多博物馆的工作人员，学者和观众倡导非殖民理论的应用，以批判性地解决该行业的殖民遗产，遣返索赔和多元化。但是，从业人员对“良好的非统治实践”的共识几乎没有共识（Wintle 2017）以及“非殖民化”框架是否适合英国的博物馆。一些博物馆和部门组织，包括博物馆协会，已经建立了工作组来回答这些问题。除了这些复杂的辩论外，各个层面的博物馆从业人员都与长期的期望和非殖民化的直接现实抗衡。在解决他们的生活经验时，我将探讨非殖民化指导如何影响博物馆使用的学习方法和学习人员的实践。我将通过机构，员工和受众之间的互动来研究非殖民化的概念和制定，以全面地了解发生的变化，并利用三个基于英国的博物馆的人种学案例研究，他们宣布了他们在工作中致力于非殖民化的承诺。通过参加会议，员工访谈和焦点小组，该项目将阐明实施非殖民化指导的有效策略，以应对从业者的特定关注并建立公众信任。最近，媒体对某些机构的关注激发了公众对非殖民化项目的反对，指责他们的政治偏见（希克斯2020年）。然而，大流行和最近的黑人生活问题抗议活动强调，文化部门不容忽视困难的社会话题。学习计划通常被认为是在不舒服问题上的“尊重对话交流”的空间（Golding 2009，2）。因此，随着博物馆的非殖民化议程的面向公共沟通能力可以使学习从业者如何及时研究学习从业者，这是及时的同时将社会政治关注纳入其实践中。