'Where Are We When We Think?' Space, Time and Emancipatory Education in Galleries

Autor/in	Graham, Janna
Titel	'Where Are We When We Think?' Space, Time and Emancipatory Education in Galleries
Quelle	In: International Journal of Lifelong Education, 37 (2018) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1406548
Schlagwörter	Art; Museums; Adult Education; Transformative Learning; Social Change; Philosophy; Popular Education; Teaching Methods; Social Justice; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Arts; Kunst; Museum; Museumswesen; Museen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Pädagogische Transformation; Sozialer Wandel; Philosophie; Befreiungspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Ausland; Großbritannien
Abstract	Adult education in art galleries sits on a fault line, at once an apparatus upholding the affirmative aspects of museum culture cultivated by global elites, a propellant in the whirring of an increasingly dislocated set of events on trendy and consumable political themes, and a site for 'allyship' and other kinds of radical and socially transformative work. Resurrecting Hannah Arendt's question, 'where are we when we think?' this paper explores how we might move from a moment in which the 'space' of the gallery is replaced by the 'time' of the event (Helguera) and towards embedded space-times that attempt to address contemporary urgencies through situated practices that collectively analyse and respond to conditions. Drawn from examples derived from the author's practice, the paper argues for the use of popular education and anti-colonial pedagogies in the production of adult education in galleries, suggesting that such processes support groups in collectively naming and thinking through conflicts to re-shape both the galleries in which they have congregated and the worlds beyond their doors. This paper suggests that the re-construction and use of the often forgotten genealogies of emancipatory education are pivotal to doing social justice work in galleries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01