In Case of Emergency, Break Convention: A Case Study of a Human Library Project in an Art Gallery

Autor/inn/en	Clover, Darlene E.; Dogus, Fatma
Titel	In Case of Emergency, Break Convention: A Case Study of a Human Library Project in an Art Gallery
Quelle	In: Canadian Journal for the Study of Adult Education, 26 (2014) 3, S.75-90 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0835-4944
Schlagwörter	Case Studies; Art; Artists; Role; Foreign Countries; Teaching Methods; Dialogs (Language); Stereotypes; Portraiture; Exhibits; Books; Gender Differences; Learning Activities; Risk; Participant Characteristics; Adult Education; Canada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Arts; Kunst; Artiste; Artist; Künstler; Künstlerin; Rollen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Klischee; Abbildung; Book; Buch; Monographie; Monografie; Geschlechterkonflikt; Lernaktivität; Risiko; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	The Human Library (HL) is an educational activity that brings together living 'Books' and 'Readers' in one-to-one dialogue to begin to bridge differences, challenge stereotypes and build new understandings. Using a survey, observations and individual interviews our case study explored a HL project organized in collaboration with a portraiture exhibition at a public art gallery in British Columbia as a critical, dialogic space of engagement. Findings showed the majority of Readers and Books as Caucasian, female, and well educated. Some participants were perplexed by the paradox of this activity, and its disconnection from traditional understandings of 'art' and arts institutions. Further, as the HL activity and portraiture exhibition were in different parts of the building, few were able to make the 'identity' connection between the two. Yet the majority of participants saw the HL as an extremely valuable opportunity to call into question problematic notions of the 'other', and to explore gender as well as the role and place of the arts and artists. The majority believed it was a highly appropriate activity for an art gallery and saw real value in this "risky" dialogic approach. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01