Museum Education and Sustainable Development: A Public Pedagogy

Autor/inn/en	Hansson, Petra; Öhman, Johan
Titel	Museum Education and Sustainable Development: A Public Pedagogy
Quelle	In: European Educational Research Journal, 21 (2022) 3, S.469-483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hansson, Petra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211056443
Schlagwörter	Museums; Sustainability; Sustainable Development; Teaching Methods; Exhibits; Learning Processes; Aesthetics; Educational Philosophy; Transformative Learning; Civil Rights; Ethics; Moral Values; Political Attitudes; Foreign Countries; Sweden (Stockholm) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Nachhaltigkeit; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ästhetik; Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Transformation; Bürgerrechte; Grundrechte; Zivilrecht; Ethik; Moral value; Ethischer Wert; Political attitude; Politische Einstellung; Ausland
Abstract	The question of how sustainability can be incorporated into all areas of society encourages museums to rethink their approaches to society and education. In this article, we argue that museums have the potential to become key public pedagogies for sustainable development and thereby play a crucial role in encouraging participation in sustainability issues. Due to the complexity of sustainability issues, and the potential disturbances of and difficult experiences resulting from exhibitions displaying them, we suggest that a theoretical framing for the teaching and learning of sustainability issues in museums is necessary. Thus, we argue that in relation to exhibitions displaying sustainability issues, museum education would benefit from a didactical framework in which the relation between teaching, learning, content and situation is taken into account. We also argue that a theoretical framework explaining the relation between exhibition, visitor and educational situation could inform pedagogical discussions about how to incorporate sustainability education into museums. Therefore, we suggest a transactional conceptualization of museum pedagogy for sustainability museum education based on John Dewey's educational and aesthetic philosophy and Louise Rosenblatt's theory of reading and writing as a potential approach to the teaching and learning of sustainability issues in museum education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01