Dissertations / Theses on the topic 'School: Museum and Heritage Studies'
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江婉芬 and Yuen-fan Bonnie Kong. "Museum Street, street Museum-[Museum] of Sheung Wan Heritage Trail." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986511.
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Karpinski, Sara. "Contested Spaces: Imagining Berlin's Divided Past Through Debated Sites of Heritage Tourism." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/288011.
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HistoryM.A.
With the fall of the Berlin Wall and the opening of the borders in November 1989 and eventual unification in October 1990, Berlin faced the distinct challenge of how to create a modern, unified capital city in the center of Europe while the physical landscape continued to reinforce mental divisions. Changing the physical face of Berlin to capitalize on the city's less-traumatic history while promoting an active tourist economy proved the most visually appealing and marketable approach to meet this goal. This study focuses on the impacts of these efforts two heavily debated sites of heritage tourism in Berlin: The Schloßplatz and the Berlin Wall. By applying methods of American Public History and History of Tourism, this paper answers the following question: How can Berlin sites of heritage tourism support the city's tourist economy, properly interpret the history of division and engage a population that carries its own narratives, experiences, and continued consequences of the Cold War? Examination of these sites demonstrates that the histories produced through sites of Cold War heritage tourism continue to propagate the popular narratives of the German Democratic Republic (GDR), but in recent years also demonstrate a notable shift towards engaging a more nuanced understanding of Cold War experience in divided Berlin. In a city only twenty years separated from reunification, Berlin's sites of heritage tourism are increasingly successfully providing their visitors, both supremely local and broadly foreign, with nuanced and critical narratives of Berlins Cold War history.
Temple University--Theses
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Seabela, Motsane Getrude. "Un-silencing Histories of Black Servants at Zwartkoppies Farm : a Transition from the Sammy Marks House to the Sammy Marks Museum." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/75855.
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The study investigates traces and historical origins, socio-economic, political and cultural lives of 'black servants' who worked and lived at the Zwartkoppies Farm and other establishments owned by Sammy Marks through photographs, oral histories and Archives. Furthermore, I interrogate the notion of representation by exploring the house as a colonial object and the site as exclusive and perpetuating divisions in a democratic South Africa. The decision to employ oral histories is so as to give these servants the freedom to represent themselves in a space where their voices have been muted in their presence. The history of labour in Southern Africa serves as my point of departure so as to better frame my research. This study reflects on the effects of colonisation and apartheid characterised by injustices and marginalisation which is to this day still are reflected in the silenced narratives of South Africa's dark history.Dissertation (MSoSci)--University of Pretoria, 2020.
University of Pretoria Bursary and DITSONG Museums of South Africa Bursary
Historical and Heritage Studies
MSoSci (Heritage and Museum Studies)
Unrestricted
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Sanger, Amanda. "REVEALING LIVES: excavating, mapping and interrogating life histories of women clothing workers from District Six (1940 - present)." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78698.
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This study is a contribution to the programme of memorializing District Six through the site-specific stories that are shared in research, education, and the co-curated spaces of the District Six Museum. When buildings, streets, street names and place names are erased from a landscape; when cultural, economic, religious, and educational spaces are shut down; then people’s connections to place are disrupted, diverted, reimagined, often lost to future linked generations. These connections, however, continue to live on in people’s memories - individual and collective, sometimes lying dormant waiting to be triggered into wakefulness and visibility. In the case of District Six, these memories have lived on as nostalgia about a recent past with the trauma, often, edited out. Consequently, District Six has frequently been rendered as a stereotype - a friendly, unproblematic, tolerant, kanala place, where grand narrative re-enactments provide a sense of closure for some or evokes a sense of renewed anger about the stories not told and the unfulfilled restitution process. The stories of women factory workers are a case in point, where the closing down of factories and the subsequent loss of livelihoods are remembered in two ways. Firstly, through a lens of nostalgia premised on the idea that the past was a better place when we had jobs and could feed our families. Secondly, this recent past is also remembered with a sense of unresolved anger that people are less important than profit margins and real estate - a mentality that resulted in the export of cheap labour factories overseas and gentrification. This study explores the stories of two women clothing workers from District Six. I mapped out the important clothing factories contained in the stories of the two women I interviewed like, for example, the Ensign Factory that was in a section of District Six now rezoned as part of Woodstock. The site and its surroundings have taken on a new corporate brand but still lives with the spectral traces of the old District Six. I make these and other District Six fragments more visible through the stories of Ruth Rosa Phala-Jeftha and Farahnaaz Gilfelleon, using the District Six Museum’s oral history methodology – one steeped in a critical pedagogy where the storytellers have agency and are invited into a co-curated sense-making and interpretive process.Dissertation (MSocSci)--University of Pretoria, 2020.
Historical and Heritage Studies
MSocSci
Unrestricted
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Morakinyo, Olusegun Nelson. "A historical and conceptual analysis of the African Programme in Museum and Heritage Studies (APMHS)." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5648_1346401876.
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In 1998 the University of the Western Cape together with the University of Cape Town, and the Robben Island Museum introduced a Post-graduate Diploma in Museum and Heritage Studies. This programme was innovative in that not only did it bring together two universities in a programme where the inequalities of resources derived from their apartheid legacies was recognised, but it also formally incorporated an institution of public culture that was seeking to make a substantial imprint in the post-apartheid heritage sphere as part of its structure. In 2003 this programme attracted substantial funding from the Rockefeller Foundation and was rebranded as the African Program in Museum and Heritage Studies (APMHS). While this rebranding of the programme might seem to be innocently unproblematic and commendable as part of the effort at re-insertion of South Africa into Africa after the isolation of apartheid, an analysis of the concepts employed in the rebranding raises serious theoretical, conceptual, and disciplinary questions for heritage studies as an academic discipline and for its connections with other fields, especially the interdisciplinary study of Africa. What are the implications of a programme that brings together the concepts of ʹAfrican-Heritage-Studiesʹ? Does the rebranding signify a major epistemological positioning in the study of Africa or has it chosen to ignore debates on the problematic of the conjunction of the concepts? This study address these issues through a historical and philosophical analysis of the programme, exploring how it was developed both in relation to ideas of heritage and heritage studies in Africa and, most importantly by re-locating it in debates on the changing meaning of
ʹAfricaʹ in African studies.
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Webb, Brittany. "Materializing Blackness: The Politics and Production of African Diasporic Heritage." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/504409.
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AnthropologyPh.D.
"Materializing Blackness: The Politics and Production of African Diasporic Heritage” examines how intellectual and civic histories collide with the larger trends in the arts and culture sector and the local political economy to produce exhibitions at the African American Museum in Philadelphia (AAMP) and structure the work that museum exhibitions do to produce race visually for various audiences. Black museums are engaged in the social construction of race through their exhibitions and programs: selecting historical facts, objects and practices, and designating them as heritage for and to their audiences. In tracking this work, I am interested in 1) the assemblages of exhibits that are produced, as a function of 2) the internal logics of the producing institutions and 3) larger forces that structure the field as a whole. Looking at exhibits that engage Blackness, I examine how heritage institutions use art and artifacts to visually produce race, how their audiences consume it, and how the industry itself is produced as a viable consumptive market. Undergirded by the ways anthropologists of race and ethnicity have been explored and historicized race as a social construction I focus on an instantiation of the ways race is constructed in real time in the museum. This project engages deeply with inquiries about the social construction of race and Blackness, such as: how is Blackness rendered coherent by the art and artifacts in exhibitions? How are these visual displays of race a function of the museums that produce them and political economy of the field of arts and culture? Attending to the visual, intellectual, and political economic histories of networks of exhibiting institutions and based on ethnographic fieldwork in and on museums and other exhibiting institutions, this dissertation contextualizes and traces the production and circulation of the art and artifacts that produce the exhibitions and the museum itself as a way to provide a contemporary concrete answer. Overall “Materializing Blackness” makes the case for history and political economy as ghosts of production that have an outsized impact on what we see on exhibition walls, and are as important to the visual work as a result. Further it takes the Black museum as a site of anthropological engagement as a way to see the conjuncture of the aesthetic and the political, the historical and the material in one complicated node of institution building and racecraft in the neoliberal city.
Temple University--Theses
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Sollie, Siri Therese. "Remembrance of the Ottoman Heritage in Serbia : A Field Study at the Ethnographic Museum in Belgrade." Thesis, Uppsala universitet, Centrum för rysslandsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269116.
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The thesis discusses the remembrance of the Ottoman heritage and presentation of Ottoman culture at the Ethnographic Museum in Belgrade. The study emphasizes the role and importance of memory and historical interpretation in the contemporary museum practice at the museum. The historical memories of a collection of 6 curators will be discussed and represented in order to examine the influence these recollections have on the exhibition of culture in the museum. The thesis gives the reader a further understanding of the mechanisms behind the continuous neglect and lack of appreciation of the Ottoman heritage in the Serbian society. In line with the current research within memory studies, this study focus on a museum as a site of memory, or a "lieux de mémoire" in Pierre Nora's term. The author concludes that there is a lack of awareness and emphasis in the museum on the Ottoman heritage. She also argues that the museum as a site of memory does little to provide for an arena where memories of different cultures and identities are channeled and presented in the society. Further studies should also emphasize museum presentations in other Southeast European countries in order to discuss the ways in which folk culture, cultural history and memory are presented to the public.Master program in International studies - specialization Eurasian studies
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Proffitt, Rebecca J. "The Old Deery Inn & Museum: An Ethnographic Case Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3241.
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This thesis uses qualitative ethnographic research methods to present a case study that explores the multiplicity of meanings and representations that are attached to the Old Deery Inn & Museum in Blountville, Tennessee. Within the community, the Inn functions as a center for cultural memory, with the physical structure itself acting as an artifact that holds community identity. This community narrative contrasts with the official narrative used by tourism entities that markets the Inn as a part of the Appalachian region, situating the Inn within a complex and intricately constructed identity of place that is shaped by lived experiences as well as perceived cultural markers. By unraveling the narratives, this study unpacks the ways that the Inn’s various identities figure into the development of current interpretation and management efforts, and the way that this locally important historical site fits into the larger narrative of tourism marketing in East Tennessee.
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Schottländer, Anna. "Universitetets normala museer : En undersökning om hbtq och Uppsala universitetsmuseer." Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296962.
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This master thesis in Museum and Cultural Heritage Studies is written as part of the final examination of the Master Program in Archive, Library and Museum and Cultural Heritage Studies at Uppsala university. The study is also done within the framework of the Kulturarvet som högskolepedagogisk resurs vid Uppsala universitet project at Uppsala university.The thesis focus on the university museums in Uppsala and their relationships to LGBTQ. The main theoretical framework consists of queer theory and critical cultural heritage theory. The qualitative methods used are interviews and close reading. The study aims to analyze the way the Uppsala university museum managers talk about museums and LGBTQ and study the legal framework and the political climate in Sweden in regards to LGBTQ-issues at university museums.A central conclusion is a problematic framework surrounding the university museums and LGBTQ. The university museums exist in a gray area between being museums and parts of the university. This means specific laws, regulations, recommendations and guidelines about LGBTQ-issues at museums and universities are hard to apply at the university museums. The Uppsala university museum managers give voice to a situation where the museums lack the recourses and the incentive to deal with the complex issue of LGBTQ representation and perspectives. The close relationship between specific academic fields and the university museums also reflects in the way the museums deal with LGBTQ. This affects the way the museums interact with the university and the public since the museums unintentionally reproduce old heteronormative narratives.I takt med att föreställningar och attityder i samhället förändras händer även något med museers verksamhet. Både sett till vad museer väljer att fokusera på och vad samhället förväntar sig av verksamheterna. Hbtq har kommit att bli allt mer aktuellt för de svenska museerna under de senaste åren. Denna studie har tittat på hur Uppsala universitetsmuseer förhåller sig till hbtq-perspektiv och -frågor. Studien utgår från kvalitativa intervjuer med museichefer från de fyra universitetsmuseerna som finns i Uppsala. De berörda museerna är Evolutions-museet, Museum Gustavianum, Uppsala linneanska trädgårdar och Medicin-historiska museet. Vad museicheferna berättar och hur de resonerar kring hbtq i relation till sina respektive verksamheter studeras. Likaså omfattar studien en närläsning av Uppsala universitets policydokument och verksamhetsmål, relevant lagstiftning samt kultur- och utbildningspolitiska dokument. I grunden finns ett teoretiskt perspektiv som tar utgång ur queerteori och kritiska kulturarvsstudier. Ett återkommande tema är den komplexa kontexten universitetsmuseerna befinner sig i. Bristen på direktiv och applicerbar lagstiftning innebär att hbtq inte integrerats i universitetsmuseernas verksamhet. Trots att museicheferna visade intresse för frågorna gav de även uttryck för upplevda svårigheter med att integrera och arbeta med hbtq i verksamheterna, vilket återspeglas i avsaknaden av satsningar. Detta kan ses som ett resultat av bortprioritering av frågorna inom Uppsala universitetet bl.a. som följd av en heteronormativt syn inom akademiska fält. Problematiken i relation till detta är att det påverkar vad museerna förmedlar till allmänheten och studenter samt vilka möjligheter det finns att inkludera universitetsmuseer i Uppsala universitets undervisning och forskning.
Kulturarvet som högskolepedagogisk resurs på Uppsala universitet
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Rhodes, Mark A. II. "The Memory Work of Welsh Heritage: Multidimensional landscapes of a multinational Wales." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555693473757734.
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Barragree, Cari. "Museum and public school partnerships : a step-by-step guide for creating standards-based curriculum materials in high school social studies." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/286.
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Sansevere, Keri. ""Anything but White": Excavating the Story of Northeastern Colonoware." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/544810.
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AnthropologyPh.D.
The study of historic-period pottery cuts across many disciplines (e.g., historical archaeology, material culture studies, American studies, art history, decorative arts, fine arts). Studies of historic pottery with provenience from the United States are largely centered on fine-bodied wares, such as porcelain, white salt-glazed stoneware, creamware, pearlware, whiteware, ironstone (or white granite), and kaolin smoking pipes. These wares share the common attribute of whiteness: white paste and painted, slipped, or printed decoration that typically incorporate the color white into its motif. Disenfranchised groups had limited direct-market access to these wares due to its high value (Miller 1980, 1991). White pottery was disproportionately consumed by White people until the nineteenth century. This dissertation examines colonoware—an earth-toned, non-white, polythetic kind of coarse earthenware. Archaeologists commonly encounter colonoware in plantation contexts and believe that colonoware was crafted by Native American, African, and African American potters between the sixteenth through nineteenth centuries (Deetz 1999; Espenshade and Kennedy 2002:210; Gerth and Kingsley 2014; Heite 2002; Madsen 2005:107). Colonoware researchers have engaged with collections and archaeologically excavated samples from the lower Middle Atlantic, American Southeast and Caribbean for over fifty years since the “discovery” of the pottery at Colonial Williamsburg—then called “Colono-Indian Ware”—by Ivor Noël Hume (1962). Comparatively less research has been conducted on colonoware with American Northeast provenience (see Catts 1988; Sansevere 2017). This dissertation “excavates” evidence of Northeastern colonoware that has been deeply buried—buried within obscure literature, buried by centuries of soil accrual only recently moved by compliance archaeology, and buried by the fifty-something-year-old myth that colonoware was only manufactured and used in the lower Middle Atlantic, American Southeast and Caribbean. The lives of northern bondsmen have been largely concealed in the historical record, yet these individuals were clearly a very visible part of northern society and the examination of northern colonoware helps tell that story. The circumstances that precipitated the excavation of northern sites that contain colonoware, the individuals who chose to collect northern colonoware, and my own experience accessing northern colonoware collections shapes how knowledge of the past is made, provides perspective on the mechanisms that control access to heritage, demonstrates how bias is created in object-based research, and reveals the politics at play. Lastly, I speculate that colonoware contained significant meaning for northern users between the seventeenth through nineteenth centuries and discuss the changing value of this non-white pottery in contemporaneous society.
Temple University--Theses
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Carneiro, Carla Gibertoni. "Ações educacionais no contexto da arqueologia preventiva: uma proposta para a Amazônia." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-28082009-100307/.
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A questão central desta tese é delinear os princípios estruturadores das ações de educação patrimonial no âmbito da arqueologia preventiva. Nesse sentido, a pesquisa foi estruturada, a partir da apresentação de três campos do conhecimento - arqueologia pública, musealização da arqueologia e educação patrimonial - que desenvolvem reflexões acerca da aproximação arqueologia - sociedade, no sentido de apontar parâmetros para a execução de tais ações. A partir do contexto histórico que revela esta aproximação e dos referenciais teórico-metodológicos dos campos citados, apresento um modelo de atuação no contexto da arqueologia preventiva: O Programa de educação patrimonial do projeto de levantamento arqueológico do gasoduto Coari - Manaus (AM). As ações planejadas para sua execução foram desenvolvidas a partir de uma perspectiva processual e sistêmica com vistas a discutir como os estudos arqueológicos vêm contribuindo com as discussões sobre o processo de ocupação da região amazônica e seu equilíbrio ambiental.The central goal of this dissertation is to present guiding principles for heritage education activities within the realm of preventive archaeology. The research was structured from three fields of knowledge - public archaeology, archaeological museum studies and heritage education - which have developed reflections towards the rapprochement of archaeology and society at large, with the aim of presenting parameters for the execution of these actions. From the historical context underlying these actions and based on the theoretical and methodological of these fields of knowledge, I present a model for heritage education in the context of preventive archaeology: The Program for Heritage Education in the Archaeological Survey the Coari - Manaus Pipeline (AM). The actions planned for the execution of such program were developed from a processual and systemic approach aiming to discuss how archaeological studies have been contributing with discussions about past human occupation of Amazon in a sustainable way.
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Waite, Julia. "Under construction : national identity and the display of colonial history at the National Museum of Singapore and the Museum of New Zealand Te Papa Tongarewa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Museum and Heritage Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1039.
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Kim, Sujin. "A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519.
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Dawley, Martina Michelle. "An Analysis of Diversifying Museums: American Indians in Conservation." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311567.
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An investigation was conducted to show the number of American Indians in the field of conservation, through a quantitative and qualitative analysis. The research investigated the primary question, why are there so few American Indian conservators. In addition, the following secondary questions were examined: 1) How many conservators of American Indian ethnicity are there? 2) What factors influence the number of American Indian conservators? 3) How will American Indians qualified to practice conservation benefit museums? The findings for this study were collected through an online survey, personal interviews, and observations. The results showed that there was a significant relationship between education, conservation, and being American Indian. The study proved the hypothesis that there were not a lot of American Indian conservators. An earlier report investigating the status of American Indians in professional positions in museums nationwide revealed similar results (Rios-Bustamante, 1996). Other publications mentioned Indigenous people as collaborators and participants in various museum practices such as curatorial work, preservation, conservation, and exhibits; but did not specifically name an American Indian as a professional conservator (Bloomfield, 2013; Clavir, 2002; Erickson, 2002; Lonetree, 2012; Odegaard and Sadongei, 2005).A total of eleven participants were interviewed. Of the eleven participants interviewed, nine identified as American Indian from the United States, one identified as Maori from New Zealand working temporarily in the United States, and one as Italian-American (Table 13). Of the eleven interviewed, three identified as trained conservators qualified to practice conservation as a professional conservator. Of the three identifying at trained conservators, two were American Indian, Navajo/Assiniboine and Navajo. A total of ninety-three participants responded to the online survey. Univariate analysis using the standard t-test was used to compare each variable to the dependent, binomial variable (variable of interest=American Indian Conservator, yes or no) to determine its initial significance (Table 12). Significant variables were then added into the model and logistic regression analysis was performed to capture any effect a variable might have on the dependent variable. As a result, the data showed that a conservator was 8.6 times more likely not to be American Indian than conservators who were not American Indian in this study. This analysis and interpretation of the data was used as a preliminary study for future research.
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Packer, Jan Merle. "Motivational factors and the experience of learning in educational leisure settings." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15911/1/Jan_Packer_Thesis.pdf.
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Motivation is an important aspect of learning in educational leisure settings because it affects the choices visitors make regarding what to attend to, the amount of effort they devote to learning, and the extent to which they enjoy the experience. Commonly, however, visitors seek entertainment, social or restorative experiences as well as, or in preference to, a learning experience. This research investigates the impact of motivational factors on the experience of learning in educational leisure settings. Motivational factors are considered in terms of four components - personal goals, capability beliefs, context beliefs and situational incentives. The experience of learning is considered in terms of visitors’ perceptions of the experience, rather than objective measures of learning outcomes, as the experience itself is seen as the desired outcome of the visit.
Visitors to six different educational leisure settings in South East Queensland were invited to participate in the research, including a museum, an art gallery, a wildlife centre, an aquarium, and guided tours of natural and cultural heritage sites. Quantitative and qualitative data were collected using questionnaires (499 participants) and interviews (52 participants) in order to ascertain the importance to visitors of different types of learning experiences; identify the extent to which motivations for learning vary across sites and visitor groups; investigate the relationships between the educational, entertainment, social and restorative aspects of the visitors’ experience; and examine the impact of motivational factors on visitors’ experience of learning in leisure settings.
The findings support the importance of learning to visitors in a range of educational leisure settings. Visitors seek an experience that combines elements of learning and discovery, and is perceived to be both effortless and fun. It is concluded that the characteristics of learning in educational leisure settings contribute to a synergy between the educational and entertainment aspects of the experience. Situational factors are more important than personal factors in motivating visitors to engage in and experience this type of learning. This is of great significance to educational leisure settings as it implies that sites have a reasonable degree of control over the motivational factors that influence visitor engagement in learning.
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Packer, Jan Merle. "Motivational factors and the experience of learning in educational leisure settings." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15911/.
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Motivation is an important aspect of learning in educational leisure settings because it affects the choices visitors make regarding what to attend to, the amount of effort they devote to learning, and the extent to which they enjoy the experience. Commonly, however, visitors seek entertainment, social or restorative experiences as well as, or in preference to, a learning experience. This research investigates the impact of motivational factors on the experience of learning in educational leisure settings. Motivational factors are considered in terms of four components - personal goals, capability beliefs, context beliefs and situational incentives. The experience of learning is considered in terms of visitors’ perceptions of the experience, rather than objective measures of learning outcomes, as the experience itself is seen as the desired outcome of the visit.
Visitors to six different educational leisure settings in South East Queensland were invited to participate in the research, including a museum, an art gallery, a wildlife centre, an aquarium, and guided tours of natural and cultural heritage sites. Quantitative and qualitative data were collected using questionnaires (499 participants) and interviews (52 participants) in order to ascertain the importance to visitors of different types of learning experiences; identify the extent to which motivations for learning vary across sites and visitor groups; investigate the relationships between the educational, entertainment, social and restorative aspects of the visitors’ experience; and examine the impact of motivational factors on visitors’ experience of learning in leisure settings.
The findings support the importance of learning to visitors in a range of educational leisure settings. Visitors seek an experience that combines elements of learning and discovery, and is perceived to be both effortless and fun. It is concluded that the characteristics of learning in educational leisure settings contribute to a synergy between the educational and entertainment aspects of the experience. Situational factors are more important than personal factors in motivating visitors to engage in and experience this type of learning. This is of great significance to educational leisure settings as it implies that sites have a reasonable degree of control over the motivational factors that influence visitor engagement in learning.
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Klint, Maria. "Bungemuseet : En kvalitativ studie om Bungemuseets verksamhet och dess plats i de gotländska skolorna." Thesis, Uppsala universitet, Kulturvård, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-304512.
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Forskningen kring kommunikationen mellan museiverksamhet och skolverksamhet är inte utbredd, hur man når målgruppen skolan är heller inte alldeles givet och skolorna är en svår målgrupp att nå för landets alla museum. Uppsatsen behandlar detta fenomen med fallstudien och friluftsmuseet Bungemuseet på Gotland som ett konkret exempel. Bungemuseet har genomgått en omorganisation på grund av kraftigt reducerade besökssiffror och i samband med omorganisationen gjorde Henrik Zipsane en utredning kring verksamheten. Uppsatsen ämnar att följa upp Zipsanes utredning kring verksamheten, genom att gå vidare med påståendet att ”det finns ett behov att noggrant granska vilka målgrupper man vill och kan nå samt vad dessa efterfrågar (---) och det finns bara ett sätt att få reda på det: Fråga dem!”. En kvalitativ undersökning med intervjuer har därför gjorts med verksamma inom Bungemuseet, Fårösundskolan och Södervärnskolan på Gotland kring vad de efterfrågar. Uppsatsen behandlar Bungemuseets verksamhet och vad de erbjuder, vad minskningen av skolelever beror på, vad skolan efterfrågar och hur denna minskning eventuellt kan motverkas. De teoretiska utgångspunkterna som används i uppsatsen är John Deweys teori; Learning by doing och professor Larsåke Larssons; analysschema och målgruppsanalys. Uppsatsens syfte är att lyfta frågan kring kommunikationen mellan skola och museisektorn och kring utbud och efterfrågan. I en avslutande diskussion och analys framförs sedan eventuella förslag kring hur vidare utveckling på detta område kan se ut. Resultatet pekar på att kommunikationen mellan utbildning – och musieförvaltningen är av största betydelse för att främja besökssiffrorna. En lösning för att öka besökssiffrorna ligger i att anpassa verksamheten efter skolornas behov och vad de efterfrågar och detta sker endast genom att förvaltningarna kommunicerar och samarbetar med varandra.Research on communication between museum activities and school operations are not widespread, how to reach the schools is not entirely obvious and schools is a difficult target to reach for all the country's museums. The essay deals with this phenomenon with the case study and the open air museum- Bunge Museum at Gotland as a concrete example. Bunge Museum has undergone a reorganization due to greatly reduced visitor numbers and in connection with the reorganization did Henrik Zipsane an investigation into the business. The study intends to follow up Zipsanes investigation of the business, by going ahead with the claim that "there is a need to carefully examine the audiences they want and can achieve and what they are asking (---) and there is only one way to find it out: Ask them! ". A qualitative study with interviews have been made to operate in Bunge Museum, Fårösund Södervärn School and the School of Gotland around what they asking for. The studie deals with Bunge museum's business and what they offer, what the reduction of schoolchildren depend on what the school asks for and how this reduction may be counteracted. This study highlight the issue around the communication between the sector of schools and museums and on supply and demand. In a final discussion and analysis performed ago any proposals on how further development in this area can look like. The results indicate that the communication between education - and museums is the most essential to promote visits digits. A solution to increase the number of visitors is to adapt the business to the schools' needs and what they want and this is done only by the sectors is communicate and collaborate with each other.
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Parno, Travis Gordon. ""With the quiet sturdy strength of the folk of an older time": an archaeological approach to time, place-making, and heritage construction at the Fairbanks House, Dedham, Massachusetts." Thesis, Boston University, 2013. https://hdl.handle.net/2144/34331.
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Thesis (Ph.D.)--Boston UniversityHistoric houses function as the stages for, and central figures in, processes of place-making and heritage construction. I offer the case site of the Fairbanks House (completed in 1641) in Dedham, Massachusetts as the subject of my investigation into these issues. Touted as the "oldest timber frame house in North America," the Fairbanks House is widely regarded as a significant example of early colonial architecture in the United States; it has operated as a house museum since it was purchased by the Fairbanks Family in America, Inc. stewardship group in 1904. This study expands beyond antiquity to include all eight generations of Fairbanks families who lived on the property. I argue that longevity, and a durational perspective that links the past with the present, is equally vital to peoples' understanding and appreciation. I trace the biography of the Fairbanks House from its creation in the early 17th century to its current use as a heritage site. This perspective emphasizes the continued saliency of accumulated individual decisions and actions, reified by both material culture and immaterial processes such as tradition and memory. I use archaeological, architectural, documentary, and oral sources to reconstruct the landscape of the Fairbanks farm and I demonstrate how residents made day-to-day choices, such as land purchases or neighborly socializing, to improve their socio-economic standing and establish a future for their children. In doing so for eight generations, they established a legacy that was celebrated beginning in the 19th century, when Fairbanks women living in the house promoted their family's history through storytelling and published media. These processes of heritage construction remain continuous and personal, as shown by the results of an ethnographic study that I designed, which reveals that Fairbanks House museum visitors define historicity not through specific facts about the Fairbanks family but through their own narratives based on their engagement with the site's material culture. In addition to providing an important example of how generations of modestly-successful New England farmers adapted their surroundings to fit their values and goals, this study positions local house museums as dynamic spaces for creative, personal engagements with the past.
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Rosen, Kristina. "Bernhard Schmidts kvarlåtenskap och det globala kulturarvet." Thesis, Uppsala universitet, Institutionen för ABM, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354013.
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This master thesis is about the Estonian-Swedish astro-optician Bernhard Schmidt (1879-1935) and his legacy. He was born on the island of Nargö outside Tallinn in Estonia. In 1930 he invented a special optical system for telescopes called the Schmidt telescope or Schmidt camera. At that time Bernhard Schmidt was working as a freelance at the Bergedorf observatory outside Hamburg in Germany. His invention contributed to astronomical research which changed our view of the sky and of the universe. The time he was living in was politically turbulent and science was flourishing. The written sources about Bernhard Schmidt and his telescope are mainly published in German, Russian, Estonian and English. Almost nothing is published in Swedish. The sources to his personal history and the archive material concerning him are partly scattered and it is difficult to assemble a complete picture. The purpose is to find and to map out what kind of archive material is preserved about him. The aim is also to find out who is in charge of it and how accessible it is. Is there global access to the material? Observatories, museums and archives in Sweden, Germany and Estonia were visited to map his legacy. The theories of James Cuno (2008) and the triad or three principles of management: preservation, knowledge and access were used in the analysis of the findings. Most material is kept and preserved at the Hamburg Bergedorf observatory, University of Hamburg. This is also the place where Bernhard Schmidt spent the last years of his life and it is here we can find his burial site. At the Hamburg Bergedorf observatory today there is a Bernhard Schmidt archive, a Schmidt museum with the first prototype of his telescope and an archive of photographic plates with photographic pictures of the stars and other astronomical objects. The two archives are in a digitalizing process and when completed they will be globally accessible and a part of our global heritage.
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Alvarez, Veronica. "Art Museums and Latino English Learners| Teaching Artists in the K-8 Classroom." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935081.
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Latino English learners (ELs), among the largest student population in the United States K-12 school system, continue to lag behind their English-proficient peers. They also tend to attend segregated schools, have less-qualified teachers, and lack access to rigorous curriculum, including the arts. Museum education departments have increasingly sought to fill the gap in arts education for underserved populations. This mixed methods study explored the degree to which teaching artists (TAs) from a large metropolitan museum are effectively addressing the art education needs of Latino ELs. The dissertation study occured in two phases. Phase 1 included quantitative analysis of observations of the TAs using the numeric components and ancedotal evidence of the Observation Protocol for Academic Literacies. Phase 2 consisted of semi-structured interviews with the participants. Findings of the study indicate that while TAs can improve instruction in terms of providing materials of students’ native langauge and providing opportunities to transfer skills between their primary and the target language, they nevertheless use numerous strategies for effective English language instruction. This can inform museum education departments on effective teaching practices of ELs, an area of study that has almost no scholarship.
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Mårdh, Hedvig. "A Century of Swedish Gustavian Style : Art History, Cultural Heritage and Neoclassical Revivals from the 1890s to the 1990s." Doctoral thesis, Uppsala universitet, Konstvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-317856.
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This is a study of the intersection between art historical theory and practice, and cultural heritage, where the revivals and mediations of the neoclassical Gustavian style have been used as a platform for further exploration. In relation to this, the use and changing meanings of the concepts authenticity and style have been examined. The research has a historiographical and multidisciplinary character, drawing on the fields of art history, critical heritage studies and design history. The study shows how the Gustavian style has been routinely used when Swedish culture has been staged, nationally and internationally, but also when shaping ideas of the ideal home and good taste. The focus is placed on three periods – the 1890s, the 1930s-40s and the 1990s – during which the Gustavian style was defined, revived and mediated in different modes of representation such as textbooks, exhibitions, period furniture and historically informed performances. In the study we meet the actors, human and non-human, that have contributed to the resilient position of the Gustavian style in the public consciousness and in a commercial context. The Gustavian style, perhaps like no other, has been systematically embraced by the official heritage institutions in Sweden, including the academic discipline of art history, which has been an important influence on the way the past has been presented, valued, categorised, preserved and re-used. The author argues that the style has been able to maintain its relevance due to its ability to embody many different prevailing aspects across the 20th century, for example tradition and modernity, nationalism and internationalism, but also the past, present and visions of retro-utopia.
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Marques, Sílvia Corrêa. "Paisagens reveladas: o Jaó caboclo, quilombola, brasileiro." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-27112012-125012/.
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Esta pesquisa está voltada para o estudo arqueológico do Jaó, uma das áreas do Estado de São Paulo categorizada como comunidade remanescente de quilombo no ano de 2000. O sítio arqueológico histórico do Jaó está localizado na cidade de Itapeva, sudoeste do Estado. Trata-se de um bem que permaneceu indiviso entre os herdeiros, um sítio caboclo de raiz africana que se formou nos anos posteriores à abolição e que se constituiu como propriedade privada, no contexto da decadência do Tropeirismo. As comunidades negras rurais se constituíram a partir de uma grande diversidade de processos e estão presente em todo território nacional. Busca-se através da Arqueologia da Paisagem e do cotejamento com as fontes históricas, cartoriais e orais, outros caminhos interpretativos para a paisagem quilombola. Assim, na interface entre Arqueologia e Museologia, esta pesquisa pretende demonstrar como o Jaó e seu entorno podem ser vistos como um território privilegiado para uma ação baseada na identificação, valorização e preservação do patrimônio tanto material como imaterial, ainda não analisados plenamente. O trabalho de campo tem como objetivo principal apresentar aos habitantes do quilombo, a paisagem e os lugares da memória como referências patrimoniais. Estes, uma vez localizados, serão a base para ações de musealizaçãoThis research is turned to the archaelogical study of Jaó, one of the areas in the State of São Paulo, that in the year 2000, was categorized as remaining quilombo colony. The historical archaeological site of Jaó, is located in Itapeva, a town in the South East of the State. It is a property that stayed whole, without divisions between heirs, a small holding of peasants of african roots, formed in the years subsequent slavery abolition, and became private property with the decline of \"tropeirismo\". Black rural communities were created during various processes of diversity and area now present in the whole national territory. It is hoped that through Landscape Archaeology and comparing historic sources being them by mouth and drawings, will be possible interpret a quilombo landscape. So, in the interface between Archeology and Museology, this research intends to demonstrate how Jaó and it surrounding area, can be seen as a priviledged territory, to be identified, valorized and preserved through actions of material and non material identification of this heritage, not yet wholly analised. The land work has at its principal aim, to present this quilombo people, a landscape and memory sites as patrimonial references. These, once located, will be the basis of actions to create a museum
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Chan, Hau-kwong, and 陳巧廣. "Our heritage my identity: the "Young Roots Programme" teaching plan for primary six students in the Hong Kongprimary school subject of general studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47091356.
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For the past decade, the general public got in touch with the noble causes of collective memory, heritage conservation and cultural heritage extensively. Many incidents such as tore down the Star Ferry Pier Clock Tower and demolition of the Queen’s Pier aroused vigorous social discussions and protests. In fact, it is not easy to understand those jargons and events when the people lack of basic knowledge of conservation and the right attitudes toward our local cultural development. Besides, the official educational department has never been enthusiastic in constructing local history and culture to students both in primary and secondary levels before handover. Regrettably, our present curriculum reforms are still at an indeterminate stage. Without widespread and fundamental background knowledge and cognition, it is very hard to start rational conversation between different stakeholders, even hard to motivate our next generations to participate heritage conservation affairs actively.
With no doubt, heritage conservation has become a hot and a controversial social topic in recent years. Not only because Hong Kong has regained its identity after return to Mainland China in 1997, but also there emerges a positive attitude towards Hong Kong as our home among most people in the post-transition era. However, the rapid economic and social development, as well as urbanization changes our city’s scenery and characteristics drastically. Our treasured cultural heritage is at risk now. Therefore, “Save Our Heritage, Retain Our Memory” is a fashionable slogan in these years. No one will argue that heritage is an important resource and asset to a society. Because it reflects not only the uniqueness and diversity of our community, but it also helps to sustain and strengthen our sense of place identity and cultural identity.
Since most primary school students learn about local history (include cultural heritage) and cultural identity in different learning stages, what they obtain are some incomplete and incoherent information. This ridiculous situation of our present Primary School General Studies Curriculum cannot fulfill and satisfy their future study need. In order to fill up the gap and link up the Secondary Liberal Studies syllabus, this dissertation try to construct a school-based learning programme which the author personally believe that through heritage education will definitely provide the student opportunities for a better understanding of their identity and cultural heritage. Thus, the author attempts to design and develop a heritage educational programme for the primary six pupils who are aged from eleven to thirteen. The main purposes of the programme strive to educate target students:
1. Arouses interest and curiosity in local history
2. Understand the meaning of cultural heritage
3. Distinguish the different between tangible and intangible cultural heritage
4. Appreciate Hong Kong’s cultural heritage resources
5. Perceive the values and significance of cultural heritage in our city
6. Construct the relationship between cultural heritage and our identity
7. Develop the right attitude of better appreciation with cultural heritage
8. Apply relevant knowledge and attitude to contemporary issues
9. Cultivate their critical thinking
Children in the 21st century have to overcome many challenges. One of the major duties of teachers should provide the students with learning experiences that enable them to construct knowledge and develop life-long learning skills, so that they can contribute to today’s knowledge-based economy and society. The author strongly support the life-wide learning approach because through this learning tactic, students can develop a holistic view of themselves as individuals in the community, their role and responsibility in the society, and the interrelationship among people and the environment. Base on these reasons, the heritage educational programme that described in this dissertation will adopt a thematic approach and appropriate use of community heritage resources to widen the learning scope of our students.
To educate and motivate our students effectively, the dominant education theory of Constructivism will be use during the teaching period. The advantages of this theory are:
1. Students will obtain and construct their knowledge actively
2. Students with different learning abilities will find their role and contribution during the learning process
3. Stimulate students’ interest to inquire and explore with hands-on and problem-solving activities to construct knowledge
4. Teachers can use various methods to encourage and motivate students
5. Teachers’ roles range from a transmitter of knowledge to resource person, facilitator and assessor
Due to our children are primary six students and they are too young to understand the arguments of the contemporary complicated conservation issues, all the teaching materials and examples are learner-focused and suit for the different needs of students. In spite of this programme has not yet been carry out owing to the time limit, the author do believe that this idea could be implemented successfully and this teaching plan could be a good pilot example to inspire other front line teachers to good use our cultural heritage in their lessons.published_or_final_version
Conservation
Master
Master of Science in Conservation
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Piili, Johanna. "Den egyptiska mumien, mosslik och reliker : Omtvistade och oomtvistade mänskliga kvarlevor i samlingar." Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-418257.
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This study examines uncontested human remains from a staff- and institutional perspective in Scandinavia. Focusing on Sweden and Denmark, this study aims to understand more of the practice and approach concerning the Egyptian mummy, Bog bodies and Relics. Today, human remains are debated and treated in different ways depending on different ethical issues concerning the category. Here, we can talk about contested and uncontested human remains. Contested human remains is, for example, ancestral remains belonging to indigenous groups or remains of a more modern date that are deemed for have been inappropriately handled historically. The uncontested human remains however, are remains that do not fit in given examples above and that have not been seen as problematic as the contested human remains. With that said, the uncontested human remains are more prone to be covered, moved around or discussed, but in the end of the day they are still there in the exhibition or in the collection and not removed. This study is based on Tiffany Jenkins (2011) definition about the contested and uncontested and Berit Sellevold’s (2013) figure of ethical aspects in which groups of people and researchers view certain remains. Arisen from these theories and the earlier research of human remains this study attempts to examine the practice and the approach about uncontested human remains. The result of the nine case studies in this thesis shows that the Egyptian mummy, Bog bodies and Relics are used and being used for bringing human beings closer the human remains as the individuals they are and for telling stories of the past. In a concrete way of understanding this, it is the staff of the institution that makes this use and approach possible neither if it’s connecting humans to the individual, the history or the religious sphere. Two main results from this study are that the appearance and context are highly affecting whether the institution, mainly the museum, chooses to exhibit uncontested human remains or not. This is a two years master’s thesis in Museum and Cultural Heritage Studies.
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CARDASSILARIS, NICOLE RUTH. "Bringing Cultures Together: Elma Pratt, Her International School of Art, and Her Collection of International Folk Art at the Miami University Art Museum." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.
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Ziolkowski, Pawel. "Användare av digitala kulturarvssamlingars informationssökningsbeteende på ett exempel på Biblioteks- och Informationsvetenskap studenter och DigitaltMuseum." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105459.
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The purpose of this bachelor’s thesis is to examine information search behaviour of a group of Library and Information Science students in the cultural heritage digital collection cross search service DigitaltMuseum and an evaluation of the cross-search service search functionalities’ usability for the end-user. The study aims in understanding the user search behaviour to let the designers of cultural heritage digital collections websites improve the search tools so that the design matches the real needs of the users. After doing simulated search tasks the informants answered several questions about the chosen search strategies and preferable search functionalities. Quantitative analysis shows that simple search and free keywords are the most preferable search methods, however it is not clear why. On one hand it is observed that the users prefer google-like searching, on the other, discussion on the DigitaltMuseum search functionalities shows lack of use of Knowledge Organisation System of any kind which makes the advanced search tool insufficient.
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Carvalho, Ana Alexandra Rodrigues. "Os museus e o património cultural imaterial: Estratégias para o desenvolvimento de boa práticas." Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/18979.
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omando como referência fundamental o trabalho desenvolvido pela UNESCO em matéria de proteção do Património Cultural Imaterial (PCI), muito particularmente a Convenção para a Salvaguarda do Património Cultural Imaterial (2003), considerou-se oportuno refletir sobre as implicações que este enfoque traz para os museus. São indiscutíveis as repercussões que este instrumento trouxe para o reconhecimento da importância do PCI à escala internacional, motivando um crescendo de iniciativas em tomo da sua salvaguarda. São vários os agentes envolvidos na preservação deste património, no entanto o International Council of Museums (ICOM) reconhece um papel central aos museus nesta matéria. Mas para responder a este repto, os museus terão que repensar as suas estratégias de forma a relacionar-se mais com o PCI, contrariando uma longa tradição profundamente enraizada na cultura material. O presente estudo reflete sobre as possibilidades de actuação dos museus no sentido de dar resposta aos desafios da Convenção 2003, sendo certo que a partir das catividades dos museus é possível encontrar formas de estudar e de dar visibilidade a este património. Em função das especificidades de cada museu, podem ser encontradas estratégias de salvaguarda do PCI, entre as quais se pode incluir o inventário e a documentação (audiovisual, texto, áudio, imagem), a investigação, a divulgação através de exposições e publicações, difusão através da internet, educação não formal, entre outras actividades. Alguns museus começaram já a desenvolver abordagens integradas para a salvaguarda do PCI, cujos exemplos se apresentam. Este tema suscita vários desafios, implicando práticas museológicas inovadoras que possam reflectir o papel dos museus como promotores da diversidade e criatividade cultural. ABSTRACT: Recalling the UNESCO's work towards the protection of Intangible Cultural Heritage (ICH), in particular the Convention for the Safeguarding of the Intangible Cultural Heritage adopted in 2003, I took this opportunity to reflect upon the implications that this recognition brings to museums. The overwhelming success of this document has raised the importance of ICH at international level, motivating a growing number of initiatives towards its safeguard. Accordingly, to the 2003 Convention, there are many agents involved in the preservation of this heritage, yet the International Council of Museums (ICOM) recognizes a central role for museums. Nevertheless, to face this challenge, museums will have to rethink their relationship with ICH in opposition to their deep rooted tradition in material culture. The present study reflects upon the possibilities that museums have to answer the changeling 2003 Convention, recognizing that it’s possible through museum activities to find ways to study and give visibility to ICH. According to each museum specificities, it seems clear that strategies can be engaged in order to promote the safeguard of ICH, including inventory and documentation (audiovisual, audio, text and image), research, promotion through exhibitions, publications, dissemination trough internet and other means, informal education, among other activities. Many museums have already started exploring integrated approaches towards the safeguard of ICH and some of these examples are presented in this study. This theme is challenging, implying innovative museum practices which reflect on museums role towards the promotion of cultural diversity and creativity.
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Ribeiro, QuitÃria LÃcia Ferreira de Alencar. "Escola Normal Rural de Juazeiro do Norte: do Museu Vilas Nova Portugal à Sala de MemÃria AmÃlia Xavier de Oliveira." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13976.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoEsta dissertaÃÃo cujo tema versa sobre âEscola Normal Rural de Juazeiro do Norte: do Museu Vilas Nova Portugal à Sala de MemÃria AmÃlia Xavier de Oliveiraâ, objetiva analisar a importÃncia do antigo Museu Vilas Nova Portugal, criado pela Escola Normal Rural do Juazeiro do Norte, em 1934, como parte de um projeto civilizador, inserido no contexto histÃrico de sua criaÃÃo, como tambÃm conectÃ-la à Sala de MemÃria AmÃlia Xavier de Oliveira, criada em 2007, e que se encontra, atualmente, em momento de dispersÃo do acervo histÃrico e pedagÃgico da referida escola. Partiu de questionamentos que embasaram a pesquisa, em termos conceituais e metodolÃgicos, e indicaram o seu delineamento: 1) Qual papel desempenhou o Museu Vilas Nova Portugal, no ambiente educacional juazeirense, nas primeiras dÃcadas do sÃculo XX? 2) Qual teria sido a duraÃÃo do seu funcionamento e por que razÃo foi desativado? 3) Que funÃÃo desempenhou a Sala de MemÃria AmÃlia Xavier de Oliveira, quando foi criada e na atualidade? Abrange, portanto, dois perÃodos: 1934 aos anos de 1940; e de 2008 aos dias atuais. O estudo baseou-se nas ideias de Geertz (1989), sobre histÃria cultural; nos estudos de Maria JoÃo Mogarro (2013), sobre a relaÃÃo entre museu e patrimÃnio; na contribuiÃÃo de Norbert Elias (1993), quando explora a noÃÃo de civilidade como processo de transformaÃÃo dos costumes; e em Malinowisk (1976), por tratar a cultura como essencial para a compreensÃo da sociedade. Trata-se de uma pesquisa histÃricodescritiva, que se apoia em fontes documentais, bibliogrÃficas e orais, para entender o contexto de criaÃÃo dos referidos museus e, assim, apresentar a sua histÃria, localizada no tempo e no espaÃo, em Juazeiro do Norte-CearÃ. ComeÃou por identificar ideologias conflitantes em relaÃÃo à Museu e PatrimÃnio escolar, nas primeiras dÃcadas do sÃculo XX; reconheceu o papel do Escolanovismo, na criaÃÃo de museus de CiÃncias Naturais; e revelou a descontinuidade presente na experiÃncia museolÃgica do Juazeiro do Norte. Oferece, por fim, uma tentativa de reconstruÃÃo histÃrica dos dois museus, com base na interpretaÃÃo e anÃlise dos entrevistados e dos documentos encontrados, que funcionam como registro e testemunho da existÃncia dos referidos museus, como patrimÃnio escolar, ameaÃados pela falta de hÃbito, interesse e vontade polÃtica de sua preservaÃÃo e cultivo da memÃria histÃrica, o que poderà ser evitado por meio da instauraÃÃo do Museu da EducaÃÃo da Escola Normal Rural de Juazeiro do Norte-CearÃ, parte de uma luta travada por ex-alunos e professores daquela instituiÃÃo escolar.
This dissertation has as its theme: "Normal Rural School of Juazeiro do Norte: the Museum Towns New memory room Portugal AmÃlia Xavier de Oliveira". Objective to analyze the importance of the former Museum Towns New Portugal, created by the Normal School of Rural Juazeiro do Norte, in 1934, as part of a civilizing project, inserted into the historical context of its creation, as well as connect it to the Memory room AmÃlia Xavier de Oliveira, created in 2007, and is currently at time of dispersion of historical and pedagogical heritage of that school. Left a few questions that paved the way to research, conceptual and methodological terms, and indicated its delineation: 1) what role played the New Villages in Portugal Museum educational environment juazeirense, in the first decades of the 20th century? 2) which would have been the duration of its functioning and why was it disabled? 3) Who played the Memory function AmÃlia Xavier de Oliveira, when it was created and today? Therefore covers two periods: the years 1934 to 1940; and from 2008 to the present day. The study is based on the ideas of Geertz (1989) about cultural history, in studies of Maria JoÃo Mogarro (2013), about the relationship between Museum and heritage; on contribution of Norbert Elias (1993), when explores the notion of civility as the transformation process of the customs; in Malinowisk (1976) for treating culture as essential to the understanding of society. It is a historical research-descriptive lean on documentary sources, and oral literature; to understand the context of creation of such museums, and thus present their history, located in time and space, in Juazeiro do Norte-CearÃ. Started by identifying conflicting ideologies regarding school Heritage Museum and in the first decades of the 20th century; recognized the role of Escolanovismo, the creation of museums of natural sciences; revealed the discontinuity present in museological experience of Juazeiro do Norte. Offers Finally, an attempt at historical reconstruction of the two museums, based on interpretation and analysis of respondents and the documents found, which function as a record and testimony of the existence of these museums, such as school, heritage threatened by lack of habit, interest and political will of its preservation and cultivation of historical memory, which could be avoided through the establishment of Normal School Education Museum Juazeiro do Norte Rural CearÃ. Part of a struggle waged by former students of the school institution.
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Johansson, Jeanette. "Så skapas ett industriminne : En fallstudie av Sandviken som bruksort & världsföretaget Sandvik AB." Thesis, Uppsala universitet, Institutionen för ABM, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-389558.
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My essay aims to illustrate how an industrial memory is created based on Sandvik AB's premises. Industrial heritage and industrial memory are interrelated, but have different characteristics and conditions. I examine what conditions are required to create an industrial memory in the form of a museum. I describe the problems that exist in the various industrial concepts and contribute with an analysis of the different concepts. I am using Sandvik AB as a case study and by using the identified criteria for an industry memory my essay show the process in which an industrial memory can be created. I further investigate whether Sandvik AB can create a museum based on there industrial heritage. My research proves this fact and I finish the essay by proposing how a Sandvik museum in Sandviken can be designed. My research shows that Sandvik AB fulfills the criteria for being able to create an industrial memory from there industrial heritage. My research contribute with interpretations of the concepts of industrial heritage, industrial memory, living industrial memory and industrial history landscape. My essay shows that an industrial memory can represent a living company which shows against the usual view of an industrial memory as a representative of a discontinued production. My essay also examines two consulting firms which give proposals in creating a museum, a market that can be find outside Sweden. The research also contribute with supplementary proposals for the consulting firms different steps in the process of creating a museum. From a Swedish perspective, this study therefore contributes with a first proposal for the Swedish market in creating a museum.
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Lima, Leilane Patricia de. "A Arqueologia e os indígenas na escola: um estudo de público em Londrina-PR." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-19012015-155303/.
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Esta pesquisa pretende analisar, a partir de um estudo de público com alunos de séries iniciais, a relação dos sujeitos com a Arqueologia e com o passado arqueológico, aquele que se refere à ocupação indígena (pré-colonial e histórica) na cidade de Londrina-Paraná estritamente. A formação deste município deu-se por meio de um projeto de colonização estrangeira, articulado pela Companhia de Terras Norte do Paraná, o que gerou exclusão e/ou negação da presença indígena. Ainda, pretende-se refletir sobre os alcances e os limites das propostas educativas de Arqueologia desenvolvidas no ambiente formal de ensino. Para alcançar estes objetivos, a metodologia utilizada está relacionada à \"ação arqueológica educativa\" constituída pelo estudo das ideias prévias do público, intervenção pedagógica e estudo das ideias pós-intervenção. Somada à investigação desenvolvida com os alunos, o trabalho tem como objetivo discutir as relações entre a Arqueologia Pública e a Educação Patrimonial e o papel da escola no que se refere à comunicação do conhecimento arqueológico.This research aims to analyze, from a study of public with primary students, the relationship of people with the archeology and the archaeological past, to that refers to the (pre-colonial and historical) indigenous occupation in Londrina-Parana strictly. The birth of this city was given by a foreign colonization project, articulated by Companhia de Terras Norte do Paraná, which resulted in the exclusion and/or denial of indigenous presence. Also, it is intended to reflect on the reaches and limitations of the educational proposals of Archaeology developed in the formal learning environment. To achieve these objectives, the methodology used is related to \"educational archaeological action\" constituted by the study of previous ideas of the public, pedagogical intervention and post-intervention study of ideas. Added to the research undertaken with students, the study aims to discuss the relationship between the Public Archaeology and Heritage Education and the role of the school in respect to the communication of archaeological knowledge.
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Gazoni, Patricia Maciel. "O contemporâneo no museu: os Kaingang e o Museu Histórico e Pedagógico Índia Vanuíre de Tupã (SP)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/103/103131/tde-13022015-102749/.
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Questões contemporâneas relacionadas ao museu têm ocupado discussões a respeito de sua atuação e das representações no espaço expositivo. A aproximação do global com o local é efetiva quando o a exposição é reelaborada a partir da cultura da imagem, aproximando-se de resultados advindos de processos colaborativos com grupos do entorno, tradicionalmente sem representatividade em seus acervos. A aproximação com o grupo cultural requer o desenvolvimento de metodologias onde o levantamento patrimonial passa a ser prática efetuada diretamente com esses sujeitos culturais. A presente pesquisa teve por objetivo investigar aspectos contemporâneos da cultura indígena, pela abordagem dos Estudos de Recepção, o que permitiu o levantamento do momento cultural atual do grupo Kaingang da aldeia Vanuíre, buscando relacioná-lo aos aspectos globais que incidem sobre as formas de se apresentar sua cultura na exposição. Conclui-se que aspectos da cultura indígena, aparentemente tão distantes do campo digital, se mostram bastante apropriados para reflexões que se ampliam da exposição para o campo museológico.Contemporary issues related to the museum have held discussions about its operations and representations in the exhibition space. The approach of the global with the local is effective when the exposure takes into account aspects of the culture of the image, while he can approach the results generated by interactive processes along the nearby museum groups. This approach to local cultures requires the development of new methodologies of patrimonial raising, in direct action with these groups. This research aims to investigate contemporary aspects of indigenous culture, the reception studies, to survey the current time of Kaingang group of village Vanuíre, while seeking to relate them to the global aspects that focus on contemporary ways of seeing, causing reflections on possible representations by the museum. We conclude that specific aspects of indigenous cultures, seemingly distant of the culture of the image, and perhaps for that reason, are relevant to approaches that focus not only on the exposure, expanding to the theoretical and methodological field of Museology.
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Phipps, Gareth. "Bringing our boy home : the Tomb of the Unknown Warrior, its visitors, and contemporary war remembrance in New Zealand : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Museum and Heritage Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1300.
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Baker, Adelita Gonzales. "Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799503/.
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Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a Spanish language course. This dichotomy in classrooms with mixed-ability learners has created a need to reconsider placement and pedagogical structures tailored for these students in foreign language courses. Thus, this descriptive study examined the perceptions of receptive bilinguals, drawn from two secondary Spanish courses regarding receptive bilinguals’ language use, personal Spanish language abilities and confidence, personal beliefs about the language, and contentment with the course. For this study, 31 participants were selected from two public high schools in a suburb of a large metropolitan area in north Texas. Two surveys, a listening assessment and an online questionnaire, were administered at the end of the academic year. The Likert questionnaire items were analyzed using SPSS software, while open-ended questions were coded for recurrent themes. Analyses revealed four major findings. First, with regard to influence on language use, participants’ grandparents created the most interaction with the Spanish language when compared with the other family groups. In addition, Spanish influence through television, literature, radio, and music contributed to students’ early childhood Spanish learning. Second, as to language preference, although participants perceived English to be the language with which they were most at ease, they were also confident in their Spanish conversational abilities. Third, with respect to perceptions of language abilities, Spanish 2Pre-AP students noticed an increased ability in listening, speaking, and writing the language. In both courses, students’ receptive ability was one of the highest abilities. Receptive bilinguals reflected a sense of pride and passion for the language. They desired to improve their language through their own self-motivation as a way to connect with family. Fourth, and finally, in reporting on course contentment, participants expressed overall contentment with the course, irrespective of the particular course in which they were enrolled; however, some did not agree that all curricular structures were to their benefit. Results indicate a need to place students with receptive bilingual skills in courses designed to meet their specific linguistic characteristics.
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Ugalde, Francisca B. "A Case for Collections Management Policy for Passive Collecting Institutions." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1353296784.
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Grahn, Wera. "”Känn dig själf” : Genus, historiekonstruktion och kulturhistoriska museirepresentationer." Doctoral thesis, Linköpings universitet, Filosofiska fakulteten, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7271.
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I den här avhandlingen undersöks hur privilegierade representationer av femininitet och maskulinitet tar sig uttryck och konstrueras i samtida museipraktiker med fokus på Nordiska museet i Stockholm. Studien visar hur dessa musealt imaginära representationer samverkar med intersektionella aspekter som klass, etnicitet, nationalitet och sexualitet. Avhandlingen diskuterar också epistemologiska och ontologiska frågor om hur historiska narrativ skapas och hur museala artefakter kan förstås. Huvudargumentet är att de dominerande representationerna skapas med hjälp av en reducerad matris av stereotypa skript för kön, klass, etnicitet, nationalitet såväl som sexualitet, vilket kan ses som uttryck för en fallogocentrisk betydelseekonomi. Denna undersökning av samtida skript på Nordiska museet har använt teoretiska tankegångar och analytiska redskap från de överlappande kunskapsfälten sexual difference, queer- och sexualitetsforskning, genus/könsmaktforskning, kvinnohistorisk forskning, maskulinitetsforskning, postkolonial feministisk forskning, samt feminist studies of science and technology. Ett pluralistisk feministisk nomadologisk metateoretiskt ramverk har skapats för att analysera och försöka förstå det empiriska materialet utifrån de nämnda teorierna. Världen och däribland museernas verksamhet är så komplex och mångfasetterad att många olika genusteoretiska ingångar krävs för att kunna läsa och förstå olika gestaltningar. I avhandlingen ritas en översiktskarta över de fallogocentriska museala skripten upp bredvid vilken en partiellt situerad terrängkarta placeras som kastar ljus över det musealt imaginära.This study investigates how privileged representations of femininity and masculinity are created in contemporary work at The Swedish National Museum of Cultural History, Nordiska museet, in Stockholm. The thesis shows how these representations closely intersect with the museal imaginaries of class, ethnicity, nationality and sexuality. The study gives rise to ontological questions of how historical narratives are produced and how museal artifacts are apprehended. The main argument is that the dominating representations are created through a reduced matrix of stereotyped scripts for gender, class, ethnicity, nationality and sexuality that can be understood as reflections of a phallogocentric order. This exploration of contemporary scripts at Nordiska museet is performed with analytic tools from the overlapping fields of sexual difference, queer and sexuality studies, gender studies, women’s studies, masculinity studies, post colonial feminist studies and feminist studies of science and technology. A pluralistic feministinformed nomadological metatheoretical frame is used as an umbrella to embrace these theoretical approaches. The complexity of the social world and of a museum demand different theories to be applied to different situations. A general map of the phallogocentric museal scripts is drawn, besides which a partial and locally accounted one is juxtaposed that gives shape to the museal imaginary.
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Laberge, Marie Elizabeth. "Médiation de l'architecture par l'exposition et sa réception par des visiteurs experts et non experts." Phd thesis, Université d'Avignon, 2012. http://tel.archives-ouvertes.fr/tel-00879654.
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Cette thèse s'intéresse à la médiation de l'architecture au musée et aux divers moyens employés pour communiquer le projet architectural en exposition. L'objectif est de mieux connaître la réception que font les visiteurs architectes et non-architectes des outils utilisés pour exposer les aspects variés du projet architectural. On s'entend pour dire que la communication du projet architectural par l'exposition n'est pas tâche facile. Des représentations diverses (dessins, maquettes, photographies, vidéos, etc.) sont utilisées pour exposer le bâti absent. Plusieurs des objets présentés sont complexes à interpréter, surtout pour un néophyte, notamment en raison des codes qu'ils contiennent. Une méthode souvent employée par les commissaires est la " mise en série " de divers types de représentations, chaque outil permettant d'accéder à des informations spécifiques sur le projet. Comme les objets présentés sont souvent difficiles d'accès et que leur présentation sous forme de série peut ajouter à la complexité, il apparaît important d'investiguer la manière dont les visiteurs font sens de ce type de dispositif. Cette recherche vise principalement à jeter les bases d'une connaissance empirique de la réception d'expositions d'architecture par les visiteurs. Six questions ont été retenues pour analyse : (1) Quels objets sont mobilisés par le visiteur? (2) Quels types d'opérations mentales sont faites en lien avec ces objets? (3) Quels sont les obstacles rencontrés, et que fait le visiteur suite à la rencontre d'un obstacle? (4) Quels aspects du projet architectural (matérialité, concept, contexte, etc.) retiennent l'attention du visiteur? (5) Comment le visiteur fait-il des liens entre les différents objets exposés sous forme de série? (6) Le profil professionnel des visiteurs (architectes vs non-architectes) a-t-il une influence sur la construction de sens? Le recueil de données auprès d'une trentaine de visiteurs s'est déroulé au Centre canadien d'architecture (CCA) de Montréal dans l'exposition " Perspectives de vie à Londres et à Tokyo imaginées par Stephen Taylor et Ryue Nishizawa ". Chaque participant visite l'exposition en compagnie de la chercheure avec qui il partage, au fur et à mesure de sa visite, ses pensées et émotions, selon la méthode des protocoles verbaux concomitants (aussi connue sous le nom de thinking aloud ou protocol analysis). L'ensemble des propos est enregistré pour permettre une retranscription exacte avant analyse. Plusieurs des résultats obtenus confirment des idées déjà avancées par les chercheurs telles la popularité des photographies, le peu d'intérêt de la part des non-architectes pour les plans, les aspects variés du projet mentionnés face aux objets exposés, ou encore l'établissement de liens entre les objets comme moyen d'identifier la série. D'autres résultats mettent plutôt en doute des affirmations retrouvées dans les écrits, mais encore jamais appuyées par des données empiriques. Par exemple, plusieurs commissaires considèrent que la maquette est un excellent outil pour communiquer l'architecture et qu'elle est appréciée de tous. Or, dans le cadre de la présente étude, la maquette est peu utilisée par les visiteurs. Le type de maquette et la manière dont elle est disposée dans l'espace peuvent ainsi rendre cet outil peu utile dans la construction de sens du visiteur. Plusieurs auteurs appréhendent des difficultés et des obstacles pour les visiteurs non-architectes. Les présents résultats confirment certaines difficultés des visiteurs néophytes, mais ils démontrent également que les architectes rencontrent eux aussi des obstacles variés
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Cendoya, Jessica. "Le Guernica : un tableau-monument en expositions. Support de réactivation et d’actualisation des mémoires de la Guerre Civile espagnole (1936-1939)." Thesis, Avignon, 2018. http://www.theses.fr/2018AVIG1192.
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La recherche se donne pour objectif de définir comment la construction des régimes de valeurs artistiques, mémorielles et historiques du Guernica - œuvre d’art réalisée par Pablo Picasso en 1937 - participe à l’écriture patrimoniale du tableau-monument, d'une part, et devient opératoire dans la réactivation ou l’actualisation de la mémoire des événements auxquels il réfère, dans le cadre de la visite muséale, d'autre part. Trois niveaux de recherche ont été pensés. Le premier a été de circonscrire l’objet Guernica en tant qu’objet d’art en posant un socle d’analyse de l’objet détaché de tout contexte, et ce, afin de mieux appréhender ceux par lesquels il existe en tant qu’objet culturel signifié dans des contextes temporels et géographiques. Dans un deuxième temps, l’analyse des différentes mises en exposition du Guernica ont permis de saisir les différentes valeurs d’usage qui lui ont été attribuées et comprendre ainsi comment il s'est construit en tant qu’objet patrimonial. Enfin, dans un troisième temps, au regard d’une analyse détaillée de la mise en exposition du Guernica au MNCARS en 2009 et 2013, 60 entretiens menées selon une méthodologie qualitative après la visite ont été analysé afin de comprendre les valeurs d’usage que mobilisent les espagnols lors de la réception et pour quelles raisons. L’intérêt de l’enquête est d’avoir révélé qu’il existait un éventail de mémoires et d’appréhensions afférentes à l’objet Guernica. Les enquêtes ont été analysées sous le prisme de la sensibilité politique (Républicains et Nationalistes), mais surtout sous celui du prisme générationnel, et pour lequel quatre générations sont identifiées. Les résultats d’analyse par générations, permettent de distinguer deux types de rapport au Guernica : réactivation et actualisation. Les notions de réactivation et d’actualisation (Georgescu-Paquin, 2013) s’insèrent dans une logique de rupture-continuité, nécessaire à tout processus de patrimonialisation (Davallon, 2006). Dans ce cas d’étude, le MNCARS propose un cadre portant sur un versant de l’histoire qui, à défaut d’apaiser les tensions, les ravivent pour certains (Nationalistes) ; tandis que d’autres, se retrouvent dans un processus entamé depuis peu (Républicains), suite à la Loi dite de « mémoire historique » (2007). En revanche, les nouvelles générations présentent un regard apaisé et distancié qui leur permet de rendre opératoire l’écriture patrimoniale du GuernicaThe research aims to define how the construction of regimes of artistic, memorial and historical values of Guernica - a work of art made by Pablo Picasso in 1937 - participates in the patrimonial writing of the painting-monument, on the one hand, and becomes operative in the reactivation or updating of the memory of the events to which it refers, as part of the museum visit, on the other hand. Three levels of research have been thought out. The first was to circumscribe the Guernica object as an art object by placing a base of analysis of the object detached from any context, and this, in order to better understand those by which it exists as a cultural object signified in temporal and geographical contexts. In a second step, the analysis of the different exposures of Guernica made it possible to grasp the different values of use which were attributed to him and this to understand how it was constructed as a patrimonial object. Finally, in a third step, in the light of a detailed analysis of the exhibition of Guernica at MNCARS in 2009 and 2013, 60 interviews conducted according to a qualitative methodology after the visit were analyzed in order to understand the use values that mobilize the spaniards at the reception and for what reasons. The interest of the investigation is to have revealed that there was a range of memories and apprehensions related to the Guernica object. The surveys were analyzed under the prism of political sensitivity (Republicans and Nationalists), but especially under that of the generational prism, and for which four generations are identified. The results of analysis by generations, allow to distinguish two types of report to Guernica: reactivation and actualization. The notions of reactivation and actualization (Georgescu-Paquin, 2013) are part of a logic of rupture-continuity, which is necessary for any heritage-making process (Davallon, 2006). In this case of study, the MNCARS proposes a framework on a side of the history which, if not soothing the tensions, revives them for some (Nationalists); while others, find themselves in a process started recently (Republicans), following the so-called law of "historical memory" (2007). On the other hand, the new generations present a calm and distanced glance which allows them to make operative the patrimonial writing of Guernica
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Miller, Shelby E. ""The Cult of Cézanne:" Marcel Duchamp, Clyfford Still, and Banksy." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149471175808765.
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Massola, Catherine Anna. "Living the heritage, not curating the past: a study of lirrgarn, agency & art in the Warmun Community." Phd thesis, 2016. http://hdl.handle.net/1885/101039.
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This thesis is an historical and contemporary examination of the
creative, social and cultural world of the Warmun community in
Western Australia. It focuses on how the community as a whole,
and as individuals, exert agency and maintain their values and
priorities when situated within larger, sometimes more powerful,
structures and frameworks that differ from their own.
Through the prism of art, the research examines the community's
engagement with and value of the Warmun Community Collection,
their history of adjustment, the unofficial roles of the Warmun
Art Centre and how the Warmun Art Centre supports and enables
informal learning. The thesis connects these four themes through
a socio-historical analysis of the experiences of Warrmarn
people, ethnographic and visual descriptions of their actions and
a visual examination of the manifestations of their
actions—objects of creative practice or, artworks.
In doing so, the thesis reveals several overlapping matters: it
tracks the development of a museum in an Aboriginal community; it
brings to light the hidden roles of the Warmun Art Centre; it
contributes to the developing field of informal learning; it
reveals how people express agency in daily life; it unveils the
proprietorial relationship people have with objects; and finally,
it lays bare the purpose, use and interpretations of objects,
which has at times made Warmun residents, and their sites of
cultural production, tangential to the objects they make. The
research finds that Warrmarn people live their heritage rather
than curate their past.
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"Entanglements of "Living Heritage": Ecomuseum Development in Rural China." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25920.
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abstract: Museums are gaining increasing attention throughout the world for their ability to foster social inclusion, intercultural dialogue, and collaboration in practices of heritage management, exhibition, and interpretation. This dissertation aims to contribute a critical perspective on museums as agents of social change through an exploration of new museological practices in contemporary China. Through an ethnography of the ecomuseum, I unravel the assumptions and expectations of implementing a Western concept based on notions of community participation, empowerment, and the democratization of heritage in the context of a transforming China.
In my ethnographic account of the multifaceted politics faced by ecomuseums, I question how power and authority are mediated through these civic institutions and how central aspects of museum and heritage practices are being redressed in Chinese society. This study exposes how ecomuseums in China are a result of global processes and positioned as part of a heritage protection movement and museum development boom to promote cultural nationalism, a "civilized" China, and state edicts of rural development in impoverished ethnic minority regions. Detailing the implications of government-led ecomuseum development in ethnic villages in southwest China, and the specific case of Huaili ecomuseum, in Guangxi, I interrogate the institutionalization of heritage and cultural landscapes through processes of exhibition, museumification, and the revaluing of culture. I explore the ecomuseum as a social space of cross-cultural encounter and friction through which local actors grapple with conditions of cultural governance and the entanglements cultural difference and a national heritage discourse. In my critical analysis of collected ethnographic narratives over 15 months of fieldwork from state-directed interest groups, Chinese technocrats, and villager informants involved in the institutionalization of heritage, I present the complex arrangements and interactions that take place through the ecomuseum context and how subject positionalities shift and claims to heritage, identity, and voice are negotiated, regulated, and contested. This study contributes to the anthropology of China and museum and heritage studies, and aims to push new directions in the study of community heritage and museums, in offering a critical perspective of the political nature of ecomuseums in non-Western contexts, such as China.Dissertation/Thesis
Doctoral Dissertation Anthropology 2014
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"Weaving a New Shared Authority: The Akwesasne Museum and Community Collaboration Preserving Cultural Heritage, 1970-2012." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.18067.
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abstract: Museums reflect power relations in society. Centuries of tradition dictate that museum professionals through years of study have more knowledge about the past and culture than the communities they present and serve. As mausoleums of intellect, museums developed cultures that are resistant to relinquishing any authority to the public. The long history of museums as the authority over the past led to the alienation and exclusion of many groups from museums, particular indigenous communities. Since the 1970s, many Native groups across the United States established their own museums in response to the exclusion of their voices in mainstream institutions. As establishments preserving cultural material, tradition, and history, tribal museums are recreating the meaning of "museum," presenting a model of cooperation and inclusion of community members to the museum process unprecedented in other institutions. In a changing world, many scholars and professionals call for a sharing of authority in museum spaces in order to engage the pubic in new ways, yet many cultural institutions s struggle to find a way to negotiate the traditional model of a museum while working with communities. Conversely, the practice of power sharing present in Iroquois (Haudenosaunee) tradition shaped a museum culture capable of collaboration with their community. Focusing on the Akwesasne Museum as a case study, this dissertation argues that the ability for a museum to share authority of the past with its community is dependent on the history and framework of the culture of the institution, its recognition of the importance of place to informing the museum, and the use of cultural symbols to encourage collaboration. At its core, this dissertation concerns issues of authority, power, and ownership over the past in museum spaces.Dissertation/Thesis
Ph.D. History 2013
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Hsu, Szu-chieh, and 徐思潔. "Encountering Museums: Five Case Studies Regarding Museum Experiences of Elementary School Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/79737711762854523591.
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碩士輔仁大學
博物館學研究所碩士班
94
Museums have always defined themselves as educational institutions, and endeavored to provide services for school teachers for the last decade. While museums have no doubt about their educational mission, and have been trying to build up partnerships with school teachers, the relationship between museums and school teachers has been slow to evolve. From 2003 summer to 2004 summer, as a project observer, I participated in an educational program for local elementary school teachers conducted by an art museum located in marginal area of northern Taipei County. Following, from 2004 summer to 2006 spring, I continued to observe the interactions among five teachers and the museum, and also conducted few deep interviews with five teachers. Combining collected documents related to the research site, the method was designed to understand the museum-school relationships in teachers’ view related to five specific issues: 1) how do teachers think about museums ; 2) how the prior experiences influent teachers in interacting with the museum; 3) how do teachers experience in the two-year program; 4) how do teachers feel and expect the relationships between museums and school teachers; and 5) how do teachers think the meaning of participating in museum programs. The result of this research revealed a dynamic pattern in teacher-museum interrelationship, and the mechanism involved subtle but crucial factors including personal, cultural and physical contexts of all the parties as a whole in the interacting setting. They would inspire some implications for genuine and rooted museum-school partnership.
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"Culture in Court - The Saga of The Persepolis Tablets (A Case Study)." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.14374.
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abstract: This thesis explores the implications that the outcome of a certain U.S. lawsuit involving antiquities could have on practices and programs in the United States, related to cultural heritage and history. This paper examines the Rubin et al case, which sought to attach a collection of ancient Persian artifacts (known as The Persepolis Tablets) as a source of legal compensation. Presented as a case study, and using primary and secondary research sources, this paper analyzes the Rubin et al lawsuit and the factors that led to its initiation, and seeks to determine how and why adverse consequences could result from its final ruling. This thesis demonstrates that the final decision in the lawsuit could leave a negative impact on a number of practices related to cultural heritage in the United States, especially with regards to cultural and academic institutions such as museums and universities.Dissertation/Thesis
M.A. History 2011
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Chuang, Peng-Chu, and 莊鵬築. "An Action Research on Integrating Cultural Heritage into Fourth Grade Social Studies─A Case Studies of Taipei Municipal Fuxing Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/a3j4fe.
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碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
105
This study aims to design G4 social studies curriculum integrated with cultural heritage to analyze students’ learning outcome, discuss the curriculum practice process and the teacher’s dilemmas, and look for solutions. With action research, 16 students in a G4 class of Fuxing Elementary School in Taipei City are selected as the research objects. According to the competence indicators of social studies for the middle grades, cultural heritage of Hsieh’s House in Mengjia, Tamsui Foundling Hospital Stele, Hsueh-hai Academy, Longshan Temple, Herb Alley, Bopiliao Historical Block, Ximen Red House, Western Temple of the Original Vow, and Qing Yun Ge are selected for compiling four cultural heritage education subjects, which are taught with 17 sessions. Observation, interviews, and data analyses as well as the data of pretest/posttest results, students’ learning portfolios, students’ self-evaluation and peer evaluation, observing teachers’ feedback, and the teacher’s reflection records are analyzed to understand the learning outcome of cultural heritage integrated G4 social studies. The research results are summarized as below. 1. From the field investigation, the researcher discovers that the measures for cultural heritage maintenance in Wanhua District are not properly done, the preservation is different, and some parts are under the threat of urban renewal. The intervention of public power of the government is necessary for the sustainable management through repurposing. The teacher understanding and mastering in the content and current situations of cultural heritage in Wanhua District could assist in the selection of cultural heritage materials to design the suitable self-compiled curriculum. 2. Summarizing the key points of the course with graphic organizers could deepen the students’ cultural heritage related knowledge and enhance the understanding of cultural heritage. 3. Teaching with value clarification could have the students establish personal cultural heritage value system and cultivate the idea of cultural heritage maintenance. 4. After practicing the curriculum of cultural heritage integrated social studies, the students enhance the correct rate on knowledge-based multiple-choice questions from 34% in the pretest to 89% in the posttest, proceed friendly observation, without any damages, in the field trip, draw anti-damage posters to present the cultural heritage maintenance methods, as well as express the preference and identification with cultural heritage and local culture in the visit diaries and focus group interviews. 5. Adjusting the course contents and instruction through observation feedback and reflection records could help solve the dilemma encountered in the teaching field.
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Falconi, Cecilia D. "Spanish Language of Heritage : a study of the extent of its development at a Chicago Public School /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337772.
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Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4194. Adviser: Luis Miron. Includes bibliographical references (leaves 130-135) Available on microfilm from Pro Quest Information and Learning.
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""What Does the Guidebook Say?" (Changing) Historical Memory at Selected British Palaces." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.36421.
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abstract: The constructing of visitor expectations and memory of historic sites is an important aspect of the heritage industry. This study examines the creation and change of dominant historical memories at four British palaces and ancestral homes. Through the close analysis of a variety of guidebooks beginning in the eighteenth century as well as other promotional materials such as websites and films, this study looks at which historical memories are emphasized for visitors and the reasons for these dominant memories. Place theorists such as Yi-Fu Tuan and Michel de Certeau as well as memory theorists such as Maurice Halbwachs, Pierre Nora, and Eric Hobsbawm have influenced the analysis of the project's sources. This inquiry focuses on four palaces: Hampton Court Palace outside London; Edinburgh Castle in the heart of Edinburgh, Scotland; Cardiff Castle in Cardiff, Wales; and Chatsworth House in Devonshire, England. The Victorians have played a large role in determining dominant memories at these sites through their interest in and focus on both the medieval period and objects in the home. Dominant memories discussed focus on the Tudors, medieval military importance, the myth and imagining of the Victorian medieval, the Regency period of Jane Austen, and elite family-home relationships. This study argues that the emphases on certain subjects allow us glimpses into the national spirit (past and present) of the peoples of Britain.Dissertation/Thesis
Masters Thesis History 2015
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Taylor, Joyce Geneva. "Art exhibition catalogs an exploratory study of their accessibility to patrons in selected academic, museum, and art school libraries /." 1993. http://books.google.com/books?id=kv7gAAAAMAAJ.
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WU, JUI-CHIUNG, and 吳瑞瓊. "Bringing Archaeological Artifacts into the Social Studies Classroom: A Case Study of the School Archaeology Outreach Program of Lanyang Museum." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/e3a7g6.
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碩士國立臺北教育大學
社會與區域發展學系碩士班
104
Since 2013, for providing students the opportunity to understand and appreciate Yilan’s archaeological artifacts, the Lanyang Museum (LYM) carried out an elementary school archaeology outreach program (named “Exploring Yilan's underground history”, EYUH) every winter. The purpose of this study was to explore the design and implementation process of the third LYM-EYUH outreach program in 2015. For attaining the research purposes, this study adopted Generic Learning Outcomes (GLOs) as research framework and case study method as research strategy. Data were collected by interviews, document analysis, observations and questionnaire. Totally, 22 participants were interviewed (including 2 museum educators and 20 elementary school fifth-grade students) and 195 students were collected by questionnaires. The results of this study were as follows: 1. The LYM-EYUH outreach program triggered by the museum educator’s reflection on elementary social studies archaeology materials, made the archaeological collections vivid, reconnection with school curriculum raises the students’ heritage awareness and embodies the education mission statement of Lanyang Museum. 2. The contents of the LYM-EYUH outreach program included three sections: a) exploring the prehistory of Yilan based on environmental change perspective; b) directing encounters with archaeological artifacts in sub-group activities; c) emphasizing the importance of cultural heritage, and rethinking the relationship between archaeology and the public. 3. About the students’ learning outcomes after participating the LYM-EYUH outreach program, the results showed that each of the five outcome categories in GLOs had positive impact on students especially in “knowledge and understanding” category. And, it was able to confirm the LYM-EYUH as a successful program. Finally, further suggestions were proposed on the conclusions above. Hopefully, this study will provide valuable reference for museum educators and elementary school social studies teachers.