Saner Citizens of Tomorrow: Intercultural Education at the Children's Museum of Indianapolis

Autor/in	Gambill, Rhonda
Titel	Saner Citizens of Tomorrow: Intercultural Education at the Children's Museum of Indianapolis
Quelle	In: American Educational History Journal, 45 (2018) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Multicultural Education; Children; Museums; Educational Objectives; Educational History; Nonschool Educational Programs; Reading Materials; Exhibits; Information Services; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Child; Kind; Kinder; Museum; Museumswesen; Museen; Educational objective; Bildungsziel; Erziehungsziel; History of education; Bildungsgeschichte; Informationstätigkeit
Abstract	In 1932, the Children's Museum of Indianapolis debuted a series of fifty educational lending cases. The cases, constructed by museum staff from duplicate or donated materials, covered a variety of topics in the areas of natural and social sciences. While never specifically referred to as intercultural programming or intercultural education, The Children's Museum of Indianapolis, with the help of artists from the Works Progress Administration (WPA) and Museums Extension Project (MEP), developed a variety of special exhibits, programs, and lending materials focused on the peoples, craftwork, and customs of foreign nations. They distributed these country-lending cases to schools and civic organizations during the 1930s and early 1940s as part of their extension program. The content of the cases and director's reports provide insight into how one museum incorporated the basic ideals of intercultural education into its programming. This article introduces the cases and lending program, briefly outlines the educational goals of museums in the early twentieth century, identifies key components of the intercultural education movement, and concludes with a discussion of how the programming at the Indianapolis Children's Museum fits into the larger movements of the 1930s. Ultimately, the study of the intercultural programming created by the Children's Museum helps broaden understanding of the strengths and limits of the intercultural education movement as it occurred outside of the traditional classroom. (ERIC).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/american-educational-history-journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01