The ICTOP triennial meeting will occur at the ICOM- RIO meeting, August 2013
Call for Papers:
Progressive/Critical Pedagogy for the Museum
and Heritage Profession 2013
The occurrence of terms such as critical,
innovative, future and progressive in recent work that explores the purpose of
museums and heritage provokes reflection for professionals and their
development. The focus on progressive practice, for example, draws on more than
a century of thoughtful attention to ways in which education, both formal and
informal, strengthens society.[i] From John Dewey and Lev Vygotsky to Paulo Freire, museum people have found
inspiration in the work of progressive educators who recognize museums’ capacity
to support social change. In our work in the inclusive and diverse museums, we reflect a
progressive orientation in our pedagogy. Through
the work of our professional preparation programs, we can argue we have also
supported a progressive and critical orientation. Or do we and but to what
end?
There is indeed a range of pedagogies to review. With our meeting
in Brazil we have an amazing opportunity to build on 50+ years of educational
thinking and relevance to professional development. As citizens and learners
Paulo Freire (1970) defined ‘our "vocation" as to be truly humanized
social agents in the world’.[ii] Within
North America, educational writers have followed Freire’s lead: Peter McLaren wrote: “The fundamental
commitment of critical educators is to empower the powerless and transform those
conditions which perpetuate human injustice and inequity”. He along with
writers such as Henry Giroux and others began the critical pedagogy
movement. In Brazil and Portugal, many have followed Freire. It is
no accident that the Declaration of Santiago de Chile (1972, last year 40th anniversary) remains one of the most transformational documents and fundamental
document to eco- and sociomuseology. This Declaration has much to offer any
critical or advanced museology/museum studies pedagogy; yet, many of us know
little of it. How can we build on the work of Freire and those inspired by him
who have contributed to our field?
As we come to ICTOP in Rio, we can use this moment to explore how
critical thinking is or is not working in the professional formation of workers
whetherin South and Central America
or in locations in the world.What pedagogy, however, could we adopt- be
it philosophy or method - given the increasing diversity of our learning modes? Where do
‘museology/museum studies’ fit within fields such as: anti-colonialism,
indigenous knowledge, power analysis, human rights, the politics of education
and knowledge and justice and equality?
Is it possible to be truly world social agents within structured
learning professions, formal institutions and evolving and fractured knowledge
systems? What critical perspective is appropriate for professional development
for museums and heritage? How have we and would we engage learners in
this approach? What approaches would let us know if
we our successful in transforming the world? Finally, does progressive or
critical work have limits?
Critical
Points to Address Include:
· What examples do we have of progressive work in museum professional
development?
· What examples do we have of critical pedagogy work in the museum
profession to support the learning?
· Do we have methods of pedagogical approaches that suit critical
work?
· Do we have cases of successful negotiation of curriculum for learning
in formal and informal settings?
· Do we have models, case
studies, resources of teaching to collect and how would we build community of
learners around it?
· What methods would we use for thinking about outcomes- performance
measures?
· What can ICTOP/ICOM do to build critical work of the museum
profession?
· How do we include voices of teachers, students and professionals
as well as policy and funding people in this conversation?
LONG PAPERS
are invited to break new ground, present new insight, and a research
contribution. With 20 minutes sessions these works will be included in our
peer-reviewed online publication.
SHORT PAPERS
report new results and contribute to one of the themes. Set for 10 minutes work will be included in
proceedings.
OTHER MEDIA- Participants are invited to present their work in a video or other
audio-visual format, and or alternative media and multimedia. No longer than 8
minutes and have a brief text summary. Proposal or abstract please.
Workshops or Presentations by distance may be considered if the technology allows.
Reviewing Process
All
submissions will be reviewed by our ICTOP RIO planning committee for inclusion
in the ICTOP conference program and for the proceedings.
Proposals for papers, posters, panels, etc. should
include
· Title
· A 150 word abstract due April 30, 2013
· All papers and presentations should
attempt to present a critical reflection on their research, observations, cases
or reflections.
. They should also relate to the theme of the
event and our committee.
Please
send your proposals to Program Committee ICTOP Rio2013
Deadline April 30, 2013
Email: [log in to unmask] email Chair [log in to unmask]
ICTOP
is part of the Triennial Meeting of the
International Council of
Museums (ICOM) Aug. 10-17
Registration: Go to http://www.icomrio2013.org.br/
Note the Early-bird REGISTRATION
EXTENDED to March 31
________________________________
[i]George Hein. (2012) Progressive
Museum Practice: John Dewey and Democracy. Walnut Press, CA.: Left Coast Press
[ii][ii]Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press
Lynne Teather, M.A. (U of Toronto), D. Phil. (Leicester Museum Studies)
Professor Emeritus, Masters of Museum Studies, Faculty of Information,University of Toronto email: [log in to unmask]
Chair (2010-2013), International Committee for the Training of Personnel (ICTOP)-International Council of Museums (ICOM)
ICOM Rio 2013 see http://icom.museum/events/general-conference/icom-rio-2013/
Co-editor with Prof. Peter Davis of Museum History Journal
Contact: 1-905-770-6910
Surface mail c/o 102 Larratt Lane,Richmond Hill, Ontario,Canada L4C 0E3
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