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Tivy, Mary. "THE LOCAL HISTORY MUSEUM IN ONTARIO 1851-1985: AN INTELLECTUAL HISTORY." Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/2821.
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This thesis is a study of the changing model of the local history museum in Ontario, Canada and the consequential changing interpretations of the past in these institutions. <br /><br /> Beginning in 1879, local history museums in Ontario developed largely from the energies of local historical societies bent on collecting the past. While science museums used taxonomy and classification to mirror the natural state of the world, history museums had no equivalent framework for organizing collections as real-world referents. Often organized without apparent design, by the early 20th century a deductive method was used to categorize and display history collections into functional groups based on manufacture and use. <br /><br /> By the mid-twentieth century an inductive approach for interpreting collections in exhibits was promoted to make these objects more meaningful and interesting to museum visitors, and to justify their collection. This approach relied on the recontextualization of the object through two methods: text-based, narrative exhibits; and verisimilitude, the recreation of the historical environment in which the artifact would have been originally used. These exhibit practices became part of the syllabus of history museum work as it professionalized during the mid-twentieth century, almost a full century after the science museum. In Ontario, recontextualizing artifacts eventually dominated the process of recreating the past at museums. Objects were consigned to placement within textual storylines in order to impart accurate meaning. At its most elaborate, artifacts were recontextualized into houses, and buildings into villages, wherein the public could fully immerse themselves in a tableau of the past. Throughout this process, the dynamic of recontextualization to enhance visitor experience subtlety shifted the historical artifact from its previous position in the museum as an autonomous relic of the past, to one subordinate to context. <br /><br /> Although presented as absolute, the narratives and reconstructions formed by these collecting and exhibiting practices were contingent on a multitude of shifting factors, such as accepted museum practice, physical, economic and human resources available to the museum operation, and prevailing beliefs about the past and community identity. This thesis exposes the wider field of museum practice in Ontario community history museums over a century while the case study of Doon Pioneer Village shows in detail the conditional qualities of historical reconstruction in museum exhibits and historical restoration.
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Hughes-Skallos, Jessica M. "Displaying Archaeology: A Look into the Representation of Archaeology in United States Natural History/History Museums." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384850209.
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Pollinger, Maegan. "PLANTING SEEDS OF CHANGE: GARDEN SPACES AND THE SURVIVAL OF HISTORIC HOUSE MUSEUMS IN CRISIS." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/442350.
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History<br>M.A.<br>This study explores the use of gardens and agricultural spaces at historic house museums, and the potential these spaces have for supporting positive change. At the turn of the twenty-first century, house museums grappled with a crisis of limited funding and ever shrinking visitor capacity, which continues to affect the success of these spaces today. I argue that garden spaces can provide interpretive revitalization, community relevancy, and increased income for historic house museums that can positively support a house museum. By surveying house museums throughout New Jersey and Pennsylvania, I show that garden spaces provide a tool for house museums to gain stability amidst crisis.<br>Temple University--Theses
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Barker, Lesley Aileen Pendleton. "Repurposing museum interpretation in American historic house museums." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/41082.
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To investigate whether the American historic house museum sector preserves evidence of past inter-cultural encounters that could increase its relevance to today’s scholars and audiences, I charged a seven-member team made up of members from different ethnic, socio-economic, educational and generational backgrounds to visit and produce photographs at three historic house museums in St. Louis, Missouri. The photo-voice data was created, gathered, and submitted by the participant team members at the height of the social unrest triggered by Ferguson and the Black Lives Matter movement. It argues for the relevance and sustainability of the historic house museum sector as a venue for the development of new approaches to understanding past intercultural encounters and, in fact, to suggest redesigning the way museum interpretation is practiced. The visual data provided by the participant team for this dissertation demonstrates how people bring their own perspectives to respond to, critique, question and embrace what the museum asserts and displays about past inter-cultural encounters. The research suggests that the museum has the potential to shift its interpretive role and practice from knowledge broker and expert to become an interpretive space where new hermeneutics-informed understanding in the tradition of Gadamer continually emerges iteratively through the interaction invited between the museum, its content, and the various members of its audiences. It argues that, if the museum is to remain relevant, especially in particularly difficult moments, it has to provide a space to honor and respectfully both solicit and receive the voices, understandings, and even the pain experienced by each member of the affected community.
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Wise, Emily D. "Development Strategies of Historic House Museums." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1216866930.
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Butler, Melissa. "A study of visitation at living history farms and agricultural museums." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 130 p, 2006. http://proquest.umi.com/pqdweb?did=1203585101&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Velazquez, Marroni Cintia. "Understanding the past in the history museum : visitor research in two Mexican museums." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/37241.
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This research analyses peoples’ historical consciousness (how they make sense of the past) in relation to their visit to two history museums in Mexico City. Through the combined use of interpretative qualitative visitor studies and a historical perspective it was possible to identify five different approaches or ways in which people made sense of the past in the museum (remembering, imagining and empathising, explaining and interpreting, believing and belonging, and perceiving and experiencing the material). This finding will help broaden current debates about historical consciousness, which have tended to focus mostly on explanatory patterns developed through school history education. Furthermore, the research argues that although there is individual variability depending on how people use those five approaches, there is still an intimate connection with the historical culture (broader social patterns of history-making specific to the way people relate to the past). Through a holistic analysis that placed the museum within a social environment, coexisting with different agents of history-making (for example the State, school, family, the historical discipline and the media), the research shows how those connections impacted on peoples’ interpretation of the past in the museum. It also shows the pervasive influence of present conditions on peoples’ historical consciousness as they visited the museum. Thus, by bringing together theories and methodologies that had not been used together in this way, the research has contributed to the historical discipline, and to museum and visitor studies alike. The contribution is enhanced by addressing a particular context – Mexican museums – that is currently underdeveloped in both Spanish and English literature. Finally, the thesis allows further reflection on issues such as State intervention, family socialisation, nationhood, and knowledge and trust building.
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Cook, Bettye Alexander. "A Chronological Study of Experiential Education in the American History Museum." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5190/.
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This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults in its experiential educational plans to thrive. Further research is needed on evaluation, finances, and small museums.
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Brown, Lyndsey S. "Founding Force, Forgotten Focus: A Case Study of Gender Influence Within the Preservation of Historic House Museums, with Emphasis on the Jacobsburg Historical Society's Boulton Historic Site in Pennsylvania." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/162987.
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History<br>M.A.<br>Historic house museums are the focus of an ideological tension between preservation and interpretation within the public history community. At a time where many house museums are failing, preservationists advocate for solutions to the house museum dilemma focused on saving the building. Historians and other museum professionals point to the importance of the value of the collections, memories, and documents preserved within the house as critical tools for understanding and teaching American history. Of specific focus in this thesis is the role gender influence played in the formation of historic house museums and how an examination of its continuing effect on agency within heritage sites creates access points for cutting-edge public history and interpretation. This is done through a case study of the history of the Jacobsburg Historical Society's Boulton Historic Site in Nazareth, Pennsylvania. The site was the location of the Boulton Gun Works, built in 1812 by the Henry family, manufacturers of the Pennsylvania Longrifle and key members of the early industrial community of Jacobsburg, located just north of the Moravian community of Nazareth.<br>Temple University--Theses
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Könyves, Kasper, and Max Orrenius. "En intervjustudie om Örebro läns museums pedagogiska verksamhet." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60975.
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Uppsatsen syftar till att söka förståelse kring hur Örebro läns museum kan vara en pedagogisk resurs för skolan, med fokus på historieundervisningen. Efter att ha läst in oss på forskningsfältet museologi fick vi reda på museers olika uppdrag. Utifrån uppdragen fann vi en intressant ingång till skola och utbildning kopplat till museers senaste tillskrivna uppdrag, som framförallt handlar om att museer ska komplettera skolornas pedagogiska verksamhet. I det här uppdraget blev museipedagogik, besöksstudier och lärandet inom museer viktiga områden att fördjupa sig i. Därmed började vi studera och fördjupa oss i flertalet avhandlingar och artiklar som uppmärksammade dessa teman. Utifrån den tidigare forskningen fick vi förståelse för hur och vad museer kan bidra med till skolor och undervisning. I forskningsavsnittet synliggjordes framförallt att det fanns historiska värden samtidigt som det poängterades att det behövs fler studier som behandlar hur museipedagogiken upplevs och uppfattas av utomstående. Därmed fann vi det intressant att vidare undersöka hur specifikt Örebro läns museum kan vara ett pedagogiskt hjälpmedel i relation till historieundervisningen. Valet av museet och inriktningen på historia grundar sig förutom på tidigare forskning också på att vi läser till historielärare på Örebros universitet och ansåg att det skulle vara intressant att studera nya undervisningsmiljöer. För att lyckas förstå hur Örebro länsmuseum kan vara ett verktyg för historieundervisningen valde vi att använda oss av kvalitativa intervjuer i form av expertintervju och semi-strukturerade intervjuer. Expertintervjun genomfördes med museipedagogen på Örebro läns museum för att förstå verksamhetens pedagogiska möjligheter i relation till historieundervisningen. De semi-strukturerade intervjuerna gjordes på två historielärare och tre elever från ett högstadium som nyligen besökt Örebro läns museum. Syftet med intervjuerna var att skapa förståelse kring hur dessa aktörer upplever och uppfattar verksamheten. Därefter har vi kunnat utläsa att det museipedagogen förespråkar stämmer förhållandevis väl överens med vad båda lärare och elever tycker och upplever, men det finns en del områden som kan utvecklas och förbättras. Förhållningssättet gentemot att använda museer i historieundervisningen framhävs som positivt av samtliga involverade i undersökningen. Vi har kunnat utläsa flertalet intressanta användningsområden utifrån historieundervisningen och den lärandepotential som finns med Örebro läns museum, trots det finns det fortfarande en del faktorer som gör museibesöken problematiska.
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Settle, Lora Elizabeth. "Museums That "Matter": An Analysis of Four History Museums." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/42715.
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Museums have, in recent years, experienced an increasing amount of pressure to fulfill their role as public institutions for both education and entertainment. For museums to ensure their success in this role, they must constantly investigate their operations in order to maximize their effectiveness. Common museological theories and literature are shared by museum professionals across the globe, roughly forming an ideal standard for museums. This study argues, however, against an ideal standard in favor of museums being evaluated in their own right. Elements of Stephen E. Weil's system of evaluation described in Making Museums Matter (2002) â and specifically his four evaluative criteria of purposiveness, capability, effectiveness, and efficiency â are employed in this study in order to evaluate four history museums â the building for the protection of the royal tombs of Vergina, Greece, the Museum of Byzantine Culture in Thessaloniki, Greece, the Archaearium at Historic Jamestowne, Virginia, and the Museum of the Confederacy in Richmond, Virginia. The use of these four criteria allows for a basic understanding of the ways in which the museums in this study have become successful despite their variance from an ideal standard.<br>Master of Arts
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Gore, James Michael. "Representations of history and nation in museums in Australia and Aotearoa New Zealand : the National Museum of Australia and the Museum of New Zealand, Te Papa Tongarewa /." [Australia] : J. Gore, 2002. http://eprints.unimelb.edu.au/archive/00000320.
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Din, Herminia Weihsin. "A history of children's museums in the United States, 1899-1997: implications for art education and museum education in art museums." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247850292.
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Din, Herminia. "A history of children's museums in the United States, 1899-1997 : implications for art education and museum education in art museums /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279663.
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Birdwhistell, Benjamin P. "Manipulated Museum History and Silenced Memories of Aggression: Historical Revisionism and Japanese Government Censorship of Peace Museums." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2312.
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The Japanese government has a vested interest in either avoiding discussion of its war-torn past or arguing for a revisionist take. The need to play up Japanese victimization over Japanese aggression during World War II has led to many museums having their exhibits censored or revised to fit this narrative goal. During the 1990’s, Japan’s national discourse was more open to discussions of war crimes and the damage caused by their aggression. This in turn led to the creation of many “peace museums” that are intended to discuss and confront this history as frankly as possible. At the beginning of the 21st century, public discourse turned against these museums and only private museums have avoided censorship. Some museums, like the Osaka International Peace Center, have been devastated by the censorship. This museum and other museums with similar narrative issues raise questions about appropriate narrative on display. What is appropriate to censor for the sake of respect for the dead? What must be included for the sake of historical accuracy and honesty about the past? These questions are investigated at four different peace museums throughout Japan.
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Tällgård, Nelly. "Museums användning av digitala verktyg : En komparativ undersökning av tre museum." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169425.
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Genom en deltagande observation undersöks hur tre museum använder digitala verktyg i sitt publika arbete i museet genom appar och på deras hemsida. En kombination av Duncan F. Camerons och Shannon och Weavers modeller för kommunikation används för att undersöka de olika stegen i processen. Kommunikationen undersöks med fokus på hur museet vill nå fram till besökaren.
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Chan, Fat-tim. "Hong Kong natural history museum." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948398.
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Bassett, Jennifer Leigh. "Hurricanes and historic house museums discovering the essential guidelines in a historic house museum disaster plan /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024629.
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Rocha, Cláudia Regina Alves da. "Da Pinacoteca ao Museu: historicizando processos museológicos." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/103/103131/tde-13022015-104640/.
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O Museu Nacional de Belas Artes e sua documentação museológica constituem o principal objeto de estudo desta pesquisa, que procura investigar em suas origens, junto à Academia Imperial de Belas Artes/Escola Nacional de Belas Artes, as ações de tratamento documental que essas instituições utilizaram. Partindo da premissa de que a criação do Museu Nacional de Belas Artes deuse no século XIX, a pesquisa tem por objetivo mapear as proximidades e distanciamentos, sob o enfoque documental, entre tais instituições.<br>The National Museum of Fine Arts and its museological documentation are the aim of this research, which investigates its originis by the identification of the documentation processes developped at the Imperial Academy of Fine Arts, renamed National School of Fine Arts. Considering that the creation of the National Museum of Fine Arts emerged from the debates on the foundation of an Art Gallery inside the Imperial Academy of Fine Arts in the 19th century, this research explores the similarities and differences between these institutions from the point-of-view of the documentation of their collections.
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Makriyianni, Chara. "History, museums and national identity in a divided country : children's experience of museum education in Cyprus." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612726.
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Choi, Kam-lung Franky. "Macau history museum complex." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948684.
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Andrews, Mary-Elizabeth. "“Memory of the nation”: making and re-making German history in the Berlin Zeughaus." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11994.
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The Berlin Zeughaus (Armoury) has served for over three centuries as a principal site for the self-representation of the Prussian state and German nation. Though the museal history of the site only began with the opening of two small Schinkel-designed display rooms in 1831, it has always held a primary display function as a place for the presentation of war trophies—a function that is inscribed in the very fabric of the building. This thesis examines the way in which national historical narratives have been enacted at the site via an investigation of the changing perception and presentation of its collections across time. Taking a primarily museological approach, this thesis considers museum practices at the Zeughaus in the context of German historiographical developments and their connection to political and ideological imperatives, the evolution of the museum landscape in Berlin, and the broader relationship between these developments, the emergence of the modern public museum, and the changing conception of the role and function of museums over the course of the nineteenth and twentieth centuries. Treating the Zeughaus itself as an “object,” it examines the shifts and continuities in the interpretation and mediation of the site and the collections that have been housed there, revealing an intimate relationship between the two. The current inhabitant of the Zeughaus, the German Historical Museum, bears the legacy of these layered histories. As the national historical museum of the Federal Republic of Germany it is both a separate entity, created under specific political circumstance and designed to address a set of historical-political needs, and the successor institution of its East German counterpart, the Museum for German History. The tensions inherent in this dynamic necessitate critical reflection on the history of the institution as a vital pre-requisite for an understanding of how nation is reified in the museum and the role of the national museum today.
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Mairesse, François. "Le vouloir et le valoir: pour une réflexion globale sur le projet muséal." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212114.
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Conte, Francesca. "From discovery to encounter: The new role of ethnographic museums. : The case study of the National Prehistoric and Ethnographic Museum‘L. Pigorini’." Thesis, Högskolan Dalarna, Afrikanska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28169.
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Since its creation, the ethnographic museums have aimed to represent the other cultures. The most recent trends in museology have encouraged the ethnographic museums to go beyond the discovery and to create a space of intercultural dialogue. This thesis analyses the impact of multiculturalism and postcolonialism on the temporary exhibitions organised at the National Prehistoric and Ethnographic Museum ‘L. Pigorini’. The study is conducted on the African heritage and in the selected period 1994-2014. The research is carried out pinpointing three main channels through which the two ideological orientations could penetrate in the museum practices. By the evaluation of the exhibitions, this study provides a new methodology for the understanding of the influences of the most recent trends in museology within the museum contexts.
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Wonders, Karen. "Habitat dioramas : illusions of wilderness in museums of natural history /." Stockholm : Almqvist och Wiksell, 1993. http://catalogue.bnf.fr/ark:/12148/cb35614492v.
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Iguchi, Hisao. "Environmental education through museums : a case study of the ecology exhibition in the Natural History Museum, London." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020238/.
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Nordmark, Petter. "Genus och den utställda vikingen : Genusuttryck i vikingautställningen Welt der Wikinger från 1972." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41540.
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The aim of this study is to examine the temporary museum exhibit World of the Vikings (Welt der Wikinger), created by Sweden’s Statens Historia Museum (SHM), through the lenses of gender and pedagogical analysis. The exhibit which was planned to be showcased in the German city of Kiel in time for the sailing Olympics in 1972 and had several goals in mind. The primary goals were to showcase models of Viking ships and achievements of their ship art (to coincide with the sailing Olympics), provide an overview of the Viking Age and showcasing all its different aspects as opposed to just the infamous warrior. Using a gender theory and the overarching analyst method ‘The Feminist Museum Hack’, primarily utilizing a discourse analysis and a visual method (as well as comparative reading, a quantitative method and content analysis, depending on which objects were analysed), this study examines archival material of the exhibit in order to unveil both gender and pedagogical aspects. The material used, consisting of protocols, memos, exhibition texts, booth overviews (consisting of photographs), catalogues and letter correspondents, provide an extensive look into the exhibit, its purposes as well as the overall structure. The main findings of this study are that the exhibit had a clear pedagogical goal in mind, as its content was divided into different parts and chapters to detail various parts of the Viking Age, including their everyday life. Several artifacts collected from various museums were showcased, and the exhibition texts were designed to both educate its visitors and inspire to seek further knowledge. Nuancing gender roles was not part of its purpose, which is confirmed by a gender analysis of the exhibit. A significant portion of the Nordic people mentioned were men while only a few women were mentioned, but most of the featured men and women were also from a higher hierarchical standing. In terms of expression of gender and gender roles, men were the primary focus in describing and showcasing everyday Nordic life, whereas the women remained passive and secondary. Through the exhibit material, it is clear the roles and chores performed by men were deemed of a higher importance.
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Carter, Thomas. "Museums and Englishness : the failure to establish a national museum in twentieth century England." Thesis, University of Gloucestershire, 2016. http://eprints.glos.ac.uk/4602/.
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This thesis takes as its starting in point an examination of the complex and contested construction of English national identity and its deeply problematized intertwining with ideas of Britishness. By examining three case studies of failed English national museum projects, this dissertation has demonstrated that these proposals have not coalesced around a consistent interpretation of Englishness, but upon specific, threatened forms of culture such as the preservation of rural, agricultural and folk heritage; or have been motivated by a particular desire to inculcate a sense of citizenship through the improvement of history education. Each of these projects failed because of practical and financial shortcomings, but their failure also reveals much about contemporary debates upon the nature of English national culture, as well as several consistent issues which have impeded the creation of an English national museum. Firstly, that the absence of cohesive definitions of Englishness and Britishness means that the notion of a national museum has become intensely politicised, and therefore, public funding has not been forthcoming. Secondly, those definitions of Englishness that have arisen have formed around localised, often rural cultures, and thusly the idea of a single, London based national institution has met resistance from regional museums. Finally, the thesis demonstrates that museological paradigms have shifted significantly over the course of the twentieth century. Changing attitudes to interpretive practices, the role of curatorial authority, proscriptive ideas of culture, and museum-visitor relationships, have effectively made the very concept of a centralised national museum antithetical to the museum community. The original contribution of this thesis then, is in demonstrating how the inability and reticence to define a homogenous English national identity has impacted upon the creation of an English national museum.
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Maust, Theodore. ""Most Historic Houses Just Sit There"| Activating the Present at Historic House Museums." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10793092.
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<p> Historic house museums (HHMs) are contradictory spaces, private places made public. They (often) combine the real with the reproduction. Drawing from object reverence, taxonomy, and tableaux over a century and a half of practice, the American HHM arrives in the present as a Frankenstein's monster of nostalgia. </p><p> Chamounix Mansion has been a youth hostel since 1964. It has also been a historic house museum, though when it became one and when—if—it ever stopped being one is an open question. Chamounix is a space where the past, present, and future all share space, as guests move through historic spaces, have conversations about anything or nothing at all, and plan their next day, their next destination, their next major life move. It is a place that seems fertile for meaning-making. It also provides a fascinating case study of what HHMs have been and what they might become. </p><p> The Friends of Chamounix Mansion employed the methods of other HHMs as it tried to achieve recognition as an HHM in the 1960s, but by the 1980s, they began claiming the hostel’s usage as another form of authenticity. </p><p> As HHMs face a variety of challenges today, and seek to make meaning with visitors and neighbors alike, the example of Chamounix Mansion offers a case study of how embracing usage might offer new directions for meaning-making.</p><p>
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Costa, Carina Martins. "Uma arca das tradições: educar e comemorar no Museu Mariano Procópio." reponame:Repositório Institucional do FGV, 2011. http://hdl.handle.net/10438/8991.
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Previous issue date: 2011<br>This thesis is a reflection on the making o Brazilian History writings in museums since the 1920s, a central moment for the establishment of a republican 'pedagogy of nationality' based on museal support. Some of the political-pedagogic efforts of those institutions were observed in order to understand the chief characteristics of an educational paradigm for historical knowledge in museums. Thus, the analysis of civic celebrations, guides and expositions allowed an approximation of the memorial activations of museum actors, with special attention to the continuities, negotiations and transformations o the projects, particularly in their pedagogic dimension. Mariano Procópio Museum was chosen as a case study both due to its specificities, which leads us to understand the 'concert' of national museums from the countryside, and to the relevance of its collection and the intensity of educational actions developed under the Geralda Armond management (1944-1980). The Armond management in the center of this thesis, marked by the defense of institutional continuity and of the framing of the Lage family memory; by the struggle of the material maintenance of the museum, with a close approximation to the civilian and military regime; and by the search for the professionalization of personnel and for dynamism in actions. The results highlight the multiplicity and fragility of the museum’s identity formation, associated to the fact that it is a 'municipal' museum. A situation which explains, at least in part, its oblivion in the national scene, despite its expressive collection and its articulation with the school system, through the strengthening of the civic sense of its pedagogic actions.<br>Esta tese é uma reflexão sobre a construção de escritas da História do Brasil em museus, a partir da década de 1920, momento fulcral para o estabelecimento de uma 'pedagogia da nacionalidade' republicana, que tem por suporte o discurso museal. Alguns dos esforços político-pedagógicos dessas instituições foram observados, com o objetivo de compreender as principais características de um paradigma educativo para o saber histórico nos museus. Assim, a análise das comemorações cívicas, dos guias de divulgação e das exposições permitiu uma aproximação das ativações memoriais ensejadas pelos atores dos museus, com atenção para as continuidades, as negociações e as transformações dos projetos, especialmente em sua dimensão pedagógica. O Museu Mariano Procópio foi selecionado para a realização de um estudo de caso, tanto por suas especificidades, que nos induzem a pensar o 'concerto' dos museus nacionais a partir do interior do país como pela relevância de seu acervo e pela intensidade de ações educativas desenvolvidas na gestão de Geralda Armond (1944-1980). A gestão Armond é o foco da tese, sendo marcada pela defesa da continuidade institucional e do enquadramento da memória da família Lage; pela luta pela sustentação material do Museu, inclusive com uma forte aproximação com o regime civil e militar; e pela busca da profissionalização de quadros e do dinamismo das ações. Os resultados atentam para a multiplicidade e fragilidade na construção identitária do Museu, associada ao fato de ser um museu 'municipal'. Uma situação que explica, ao menos em parte, seu esquecimento no cenário nacional a despeito de seu acervo expressivo e das articulações encetadas com o sistema escolar, por meio do fortalecimento do sentido cívico de suas ações pedagógicas.
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Choi, Kam-lung Franky, and 蔡錦龍. "Macau history museum complex." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982670.
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Jokinen, Heidi. "Turku Museum of History." Thesis, KTH, Arkitektur, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-262843.
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In 2017 Finland celebrated its 100 years of independence. In honour of this event the City of Turku, Finland’s oldest city and former capital, decided to gift Finland a History Museum to commemorate the event. This project’s purpose is to propose a location, a program and a building for the museum. I have chosen a location in Turku Harbour across the street from Turku Castle, a fortress that has been on the site since 13th century. Today the Castle functions as a museum and is the city’s most popular museum with about 140 000 visitors annually. On the south end of the site there are four log warehouses belonging to the Castle from 1880’s as well as in the north end a 1930’s brick building that also functions as a warehouse. The Museums brings together not only the history of Finland and that of the City of Turku, but also the different buildings on the site. The new building is in the middle of the site, it brings together the surrounding buildings by parasiting itself to the existing buildings and in that way connecting them.
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Howe, Laura Paulsen. "Navajo Baskets and the American Indian Voice: Searching for the Contemporary Native American in the Trading Post, the Natural History Museum, and the Fine Art Museum." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2015.pdf.
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Smith, Charlotte H. F. "The house enshrined : great man and social history house museums in the United States and Australia /." Online version, 2002. http://bibpurl.oclc.org/web/24545.
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Schunk, Kaylie E. "What Does It Mean to Be a Child?: The McGuffey Readers." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1560091567565664.
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Cook, Bettye Alexander Contreras Gloria. "A chronological study of experiential education in the American history museum." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5190.
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Cid, Maria Rosa Lopez. "Miranda Ribeiro: um zoólogo evolucionista nos primeiros anos da República (1894-1938)." reponame:Repositório Institucional da FIOCRUZ, 2009. http://www.arca.fiocruz.br/handle/icict/15963.
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Previous issue date: 2009<br>Fundação Oswaldo Cruz. Casa de Oswaldo Cruz. Rio de Janeiro, RJ, Brasil.<br>Miranda Ribeiro construiu, a partir de seu trabalho, a reputação de grande zoólogo e especialista em peixes. Aprendeu a fazer ciência na prática com aqueles pesquisadores que foi conhecendo desde o momento em que iniciou suas atividades no Museu. Alguns desses pesquisadores foram, muito provavelmente, responsáveis pela orientação metodológica que deu aos seus trabalhos. E, além de sua grande capacidade de aprendizado, de sua organização e capacidade de trabalho, e, também como conseqüência dessas qualidades, Miranda Ribeiro estabeleceu relações com os cientistas mais importantes que trabalhavam
no Brasil e muitos cientistas estrangeiros, renomados em suas áreas de pesquisa. O zoólogo do Museu Nacional tinha grande interesse em conhecer a fauna (principalmente a vertebrada) brasileira e se destacou no campo da taxionomia identificando e classificando muitos animais brasileiros. Seu método para classificá-los tinha como referência a origem comum dos seres vivos, que era uma das teorias que integrava o darwinismo. Embora, em seus trabalhos, abuse das descrições morfológicas e anatômicas, partindo do princípio de que os grupos de organismos tiveram uma origem comum, a morfologia, a anatomia, a fisiologia, a embriologia semelhantes entre certos 12 grupos podem ser explicadas a partir de ancestrais comuns que sofreram processos de especiação. É isso que Miranda Ribeiro tenta mostrar em seus trabalhos, mesmo durante um período em que o darwinismo já não era tão popular. Assumindo a opinião, comum a muitos de seus contemporâneos, de que produzir ciência de qualidade em instituições bem organizadas era a única maneira de contribuir para o progresso econômico e social do país, que se achava em dificuldades pela mudança de regime político, pelos problemas com a população miscigenada, que era considerada incapaz, com as epidemias que assolavam o país, com as pragas que atacavam a agricultura,
principal fonte econômica na época, Miranda Ribeiro, sempre que tinha oportunidade, discursava a favor da ciência, dos cientistas e das instituições científicas. Realizou, através de seus trabalhos, tudo o que lhe foi possível para valorizar e especializar as ciências biológicas, defendendo referenciais teóricos que estavam ligados ao evolucionismo, tomando como modelos de cientistas, Darwin e Müller, principalmente.<br>Because of his work, Miranda Ribeiro has built the reputation of being a great zoologist and fish specialist. He learned science by practicing it with those researchers who he met while developing his activities in the Museum. It is highly likely that some of these researchers were responsible for the methodological orientation with which Miranda Ribeiro developed his works. Besides his great learning and working ability as well as his organization, and also as a consequence of these skills, Miranda Ribeiro established contact with the most important scientists in Brazil at the time and many foreign scientists who were all renowned in their fields of expertise. The zoologist of the National Museum had great interest in knowing the Brazilian fauna (specially the vertebrate ones) and had distinguished himself in the field of taxonomy by identifying and classifying many Brazilian animals. His method to classify these animals had, as a reference, the common origin of living beings, which was one of the theories that integrated Darwinism. Miranda Ribeiro tends to be very descriptive concerning morphological and anatomical aspects. Even though, if we consider that groups of organisms had a common origin, morphology, anatomy, physiology and embryology that are similar among certain groups can be explained by their common ancestors that suffered 12 processes of speciation. That is exactly what Miranda Ribeiro tries to demonstrate through his works, although it was a period of time when Darwinism was not so popular. Holding the opinion, common to many of his contemporaries, that producing quality science in well organized institutions was the only way to contribute to the economical and social development of the country (which had difficulties due to the change of the political regime, the problems concerning multiethnic population who was considered incapable, the different kinds of epidemy that afflicted the country and the plagues that attacked agriculture, which was the main economical source at the time) – Miranda Ribeiro, whenever he had the opportunity, provided speeches defending science, scientists and scientific institutions. He realized, throughout his works, everything that was possible to attribute value and specialize biological sciences, defending theoretical references that were linked to volutionism, using mainly Darwin and Muller as role models.
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Aronsson, Peter, Simon Knell, Arne Bugge Amundsen, et al. "National Museums Making History in A Diverse Europe." Linnéuniversitetet, Institutionen för kulturvetenskaper, KV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24409.
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This is the summary policy report of the Eunamus project. Drawing together findings from all of the other project reports and conferences, it reflects upon the way histories are constructed and deployed in Europe’s national museums. It sets out to address two questions: In what ways do national museums, and the histories they display, contribute to social division and cohesion? How might national museums be a force for greater social cohesion in Europe in the future? The report discusses how national museums perform, interpret and narrate meaningful pasts and how these acts of communication are perceived by visitors and citizens. The report concludes with eight policy implications: National museums need to be autonomous creative institutions National museums need to understand and be open about their performances National museums need to overcome national constraints National museums need to develop and share tools for establishing bridge-building narratives National museums need to review their impact on perceptions of citizenship National museums need to reach new audiences Regional and local museums hold great potential for international bridge building National museums can act as forums for contested issues The three-year research programme, EuNaMus – European National Museums: Identity Politics, the Uses of the Past and the European Citizen, is coordinated at Tema Q at Linköping University (www.eunamus. eu). EuNaMus explores the creation and power of the heritage created and presented at European national museums to the world, Europe and its states, as an unsurpassable institution in contemporary society. National museums are defined and explored as processes of institutionalized negotiations where material collections and displays make claims and are recognized as articulating and representing national values and realities. Questions asked in the project are why, by whom, when, with what material, with what result and future possibilities are these museums shaped.
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Valente, Maria Esther Alvarez. "Museus de ciencias e tecnologia no Brasil : uma historia da museologia entre as decadas de 1950-1970." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287022.
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Previous issue date: 2009<br>Resumo: Há uma evidência inquestionável e concreta da criação de museus de ciências e tecnologia a partir dos anos de 1980, no Brasil, e parece pouco consistente explicar a proliferação das iniciativas museológicas como um mero processo de imitação e/ou da criação voluntarista. A intenção de ir além das factualidades levou à busca de outras explicações. O objetivo central da pesquisa foi procurar compreender os momentos do processo que 'pavimentaram' o ambiente do surgimento dos projetos de museus de ciências e tecnologia efetivados a partir dos anos de 1980, no Brasil. Ou seja, entender o que explica esse surgimento que pôde ser percebido no recorte do período estudado, delimitado entre as décadas de 1950 - 1970. Nessa busca, partiu-se da hipótese de que o surgimento desses museus se daria em função de um ambiente propício para que esse fenômeno ocorresse. A análise de documentos, oriundos da área da museologia e da ciência e tecnologia, fundamentou e forneceu subsídios à construção de momentos, de ambientes e de trajetória dos museus de temática científica e tecnológica brasileiros. O presente estudo tem por finalidade contribuir para a história da museologia brasileira, com foco nos museus de ciências e tecnologia.<br>Abstract: Evidence of the establishment of museums of science and technology from the 1980s in Brazil is unquestionable and concrete, and it seems little consistent to explain the proliferation of museological initiatives as a mere imitation and/or voluntary creation process. The intention to go beyond the factually led to the search for other explanations. The core aim of the research was to attempt to understand the moments of the process which 'paved the way' for the appearance of the projects of museums of sciences and technology carried out from the 1980s on, in Brazil. In other words, to understand what explains this appearance that could be noticed in the period studied, limited between the decades of 1950 and 1970. In this search, the start point was the assumption that the appearance of these museums was due to a proper environment for this phenomenon to occur. The analysis of documents from the museology as well as the science and technology areas substantiated and provided support for the construction of moments, environments and trajectories of Brazilian museums of science and technology category. This study aims at contributing to the history of Brazilian museology, emphasizing museums of science and technology.<br>Doutorado<br>Doutor em Ciências
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Conley, Douglas S. "History under glass the historic significance and potential future of the Winterthur greenhouses /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 133 p, 2006. http://proquest.umi.com/pqdweb?did=1203553021&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Silva, Regina ClÃudia Oliveira da. "THE EDUCATIONAL ACTION AND CULTURAL LEGACY OF GUSTAVO BARROSO FOR MODERN BRAZILIAN MUSEOLOGY." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12703.
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nÃo hÃ<br>As discussÃes nessa narrativa tratam-se da aÃÃo educacional e do legado cultural de Gustavo Barroso para a Moderna Museologia Brasileira. Vincula-se ao grande tema da histÃria e memÃria da educaÃÃo brasileira, especialmente à histÃria e memÃria das instituiÃÃes escolares e culturais. A pesquisa busca a compreensÃo e interpretaÃÃo da aÃÃo social do sujeito Gustavo Barroso, nas distintas matÃrias da Museologia no Brasil, por meio de sua aÃÃo educacional, a partir, nomeadamente, da trÃade Museu HistÃrico Nacional (1922), Curso de Museus (1932) e Inspetoria de Monumentos Nacionais (1934), bem como de seu debate sobre folclore sertanejo, principalmente cearense, vinculado à sua proposta de museu ergolÃgico (1944). Utilizamos o conceito de modernidade sustentado nas apreciaÃÃes de Max Weber a respeito do tema. Na pesquisa recorreram-se a documentos institucionais, à revisÃo bibliogrÃfica de outros trabalhos sobre o assunto e à entrevista de ex-alunos do Curso de Museus, em que se buscava saber sobre suas memÃrias (Ricoeur) no tocante ao Curso de Museus e à sua experiÃncia de convivÃncia e/ou trabalho no MHN. O objetivo fundamental à apresentar uma interpretaÃÃo falseÃvel (Popper) de que Gustavo Barroso, a partir da trÃade retrocitada, contribuiu para a preservaÃÃo da memÃria nacional, na medida em que iniciou uma cultura de preocupaÃÃo do poder pÃblico com nossa histÃria educacional e nosso patrimÃnio cultural, ou seja, instalou-se uma nova concepÃÃo de Museologia no Brasil, justificadora de sua prÃpria visÃo de histÃria e conservadorismo. A fundaÃÃo do MHN foi em 1922, ano emblemÃtico para a HistÃria do Brasil, marcado por diversos acontecimentos polÃticos e culturais, ano que tambÃm correspondia ao centenÃrio da IndependÃncia do Brasil, em que se vivia grande crise de popularidade e aceitaÃÃo do governo de EpitÃcio Pessoa. O MHN resultou em um libelo nacionalista e ufanista, necessÃrio para clamar ao povo o amor pela naÃÃo e a salvaguarda das relÃquias das elites imperiais na jovem repÃblica, jà na condiÃÃo de repÃblica velha. Concluiu-se que o projeto museolÃgico de Gustavo Barroso teve imensurÃvel contribuiÃÃo para a formaÃÃo de uma museologia moderna no Brasil, porque inaugurou um museu exclusivamente histÃrico, o primeiro curso de museus e ainda a primeira instituiÃÃo de salvaguarda do patrimÃnio do paÃs, de carÃter nacional, ligada à administraÃÃo federal.
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Rheeder, Willem Lodewikus. "History outside the classroom : the use of museums in the teaching of history." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/6584.
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In the modern technical age in which we live , knowledge of the past is often pushed into the background As a result of this history teaching often becomes an attempt to pump an assortment of arbitrary facts into the minds of scholars by means of 'chalk and talk' methods. Educationists all over the world see this tendency as the major reason for the declining popularity of history as a school subject . In other parts of the world, such as the United States of America and Britain, education departments and teachers have faced this challenge and it seems as if the status of history as a school subject has been retrieved . In the Republic of South Africa the new core syllabuses are geared towards moving away from the earlier restricted emphasis of facts, but there is very little guidance on how teachers are to implement this 'new' approach, which focus more on the "how" of history and on the teaching of historical skills In this thesis museum visits as one of the modes of outdoor education, is studied as a possible additional alternative method of teaching history in South African schools . A study is made of what museums are and of the possible educational values of museum visits. It soon becomes clear that the major beneficial aspect of museum visits could be the acquisition of historical skills such as comprehension, application , analysis , synthesis and evaluation In order to gain insight into the practical implementation of museum visits several groups were observed while visiting the museum, after which two pilot studies were undertaken in the Kaffrarian and South African Missionary Museums with Black standard ten pupils and senior student teachers . Attention is given to aspects of administrative , teacher and pupil preparation the implementation of the visit and the types of follow-up work which could be used. During and after the implementation of the two pilot studies certain characteristic problems were experienced these are : the compilation of worksheets and cultural differences . The most important of language difficulties : It also became clear that education officers at museums find it difficult to cope with the special educational needs of the different visiting groups . For this reason an approach is advocated where the teacher compiles his own worksheet suited to the needs of his specific pupils Guidelines are given as to how pre-planned worksheets could be adapted : how different question-types could be used to compile a worksheet in which skills ascend from the simple to the complex: and how worksheets could be compiled for mixed ability groups. It is hoped that this thesis will lead to renewed interest in the use of the museum in the teaching of history and will serve as guideline for teachers planning to take history "out of its coffin".
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Chan, Fat-tim, and 陳發添. "Hong Kong natural history museum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982761.
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Faria, Ana Carolina Gelmini de. "O caráter educativo do Museu Histórico Nacional : o curso de museus e a construção de uma matriz intelectual para os museus brasileiros (Rio de Janeiro, 1922-1958)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72139.
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Este trabalho se propôs a refletir sobre a história do Museu Histórico Nacional através da dimensão educativa que se fez presente nas práticas institucionais, bem como verificar, sob a perspectiva da História da Educação, a importância do Curso de Museus na construção de representações relacionadas ao caráter educativo da instituição. Compreendeu os anos de 1922 a 1958, período que abrange desde a fundação do museu e as primeiras investidas para a concretização de um curso direcionado para as suas necessidades, até a realização do Seminário Regional da UNESCO Função Educativa dos Museus, bem como as publicações de diplomados do Curso de Museus que tiveram como temática central a educação em museus. A investigação foi realizada utilizando-se a metodologia da análise de textos, percorrendo a trajetória do Museu Histórico Nacional por meio de documentos oficiais produzidos pelo museu; matérias de jornais; livros, artigos, relatórios e entrevista de antigos funcionários da instituição; e publicações de formados pelo Curso de Museus. Para o embasamento teórico do trabalho três áreas do conhecimento tiveram destaque: História da Educação, História Cultural e História dos Museus, dialogando com diversos autores, tais como Antonio Viñao Frago, Moysés Kuhlmann Júnior, Paulo Knauss, Roger Chartier, Pierre Nora, Ulpiano Bezerra de Meneses, Mário Chagas, Aline Montenegro Magalhães. O trabalho ressaltou que desde sua fundação o Museu Histórico Nacional teve definida sua dimensão educativa, condição subsidiada por projetos desenvolvidos pelo corpo funcional da instituição, tendo em destaque o idealizador e primeiro diretor Gustavo Barroso, personagem que fortaleceu a relevância desse museu por meio de evocações como o mote “O Culto da Saudade”. Finalizou ao afirmar que um desses projetos, o do Curso de Museus, em seu processo de consolidação foi capaz de desenvolver uma matriz intelectual no cenário museológico brasileiro tornando-se, por meio dos multiplicadores, um difusor das representações do Museu Histórico Nacional para o País.<br>This study aimed to reflect about the history of the National Historical Museum through educational dimension that is made present in its institutional practices, as well as verify, under the perspective of the History of Education, the importance of Course of Museums in building representations related to the educational character of the institution. It encompassed the years 1922 through 1958, a period that covers from the foundation of the Museum and the first attempts at achieving a course directed to its needs, to the UNESCO’s Regional Seminar on the Educational Role of Museums, as well as publications of Course of Museums graduates that had as its central theme the museum education. The research was conducted using the analysis of texts methodology, covering the history of the National Historical Museum through official documents produced by the Museum; newspaper articles, books, articles, reports and interviews of former employees of the Institution, and publications by graduates of the Course of Museums. For the theoretical foundation of the work, three areas of knowledge were highlighted: History of Education, Cultural History and Museum’s History, dialoguing with many authors such as Antonio Viñao Frago, Moyses Kuhlmann Jr., Paul Knauss, Roger Chartier, Pierre Nora, Ulpian Bezerra Meneses, Mário Chagas, Aline Montenegro Magalhães. The study emphasized that since its inception the National History Museum had its educational dimension defined, condition subsidized by projects developed by the institution’s functional body, featuring the founder and first director Gustavo Barroso, a character that strengthened the relevance of this Museum through evocations as the motto "O Culto da Saudade." Concluded by stating that one of these projects, the Course of Museums, in its consolidation process was able to develop an intellectual matrix in the Brazilian museum’s scenery becoming, due to multipliers, a diffuser of the representations of the National History Museum for the Country.
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Sippel, Elizabeth. "The role of memory, museums and memorials in reconciling the past : the Apartheid Museum and Red Location Museum as case studies." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005773.
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When South Africa became a democracy, many of its cultural institutions were tainted by the stigma of having been tools for the production and propagation of apartheid ideology. This thesis examines two key facets of post-apartheid museums and memorials. Firstly, how they have repositioned themselves as institutions of cultural and social standing. Secondly, their role as tools of nation building, social change, and creators of national collective memory within the new democratic South Africa. Through an analysis of cultural memory theory pertaining to museology, this study elaborates on the methods employed by museums to incorporate memory into their narratives and in turn, transfer collective memory to their viewers. This thesis provides a comparative study of the architectural, memorial and museological strategies of two post-apartheid museums; the Red Location Museum and the Apartbeid Museum. It examines the contributions of both museums to the introduction of new museological strategies for the successful creation and transmission of South African collective memory. Through this analysis, both the invaluable contributions and the drawbacks of post-apartheid museums as tools for the promotion of new democratic ideologies and philosophies are considered. This thesis does not resolve the arguments and questions which have surfaced regarding cultural institutions as tools for the promotion of reconciliation and the construction of national collective memory within South Africa. As the current climate of memorialisation is one of change and paradox, it is presently impossible to fully quantify post-apartheid museums' roles within South Africa's move toward reconciliation and social change. However, the examination of both the Red Location Museum and the Apartheid Museum reveals the extraordinary change that South African cultural institutions have undergone in addition to their potential to become institutions which facilitate active reconciliation as well as social and cultural growth.
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Jones, Stacey Elizabeth. "Why women's clothing? a critical history of clothing collections : a regional case study /." Connect to PDF file Connect to PDF file, 2005. http://purl.fcla.edu/fcla/etd/UFE0009404.
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Pienoski, Christine Marie Pienoski. "Pyramids of Lake Erie: The Historical Evolution of the Cleveland Museum of Art's Egyptian Collection." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461522282.
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Östling, Matti. "Allt kan ges en historia : Meningsskapande i mötet mellan skola och museum." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42102.
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I den här uppsatsen har jag undersökt mötet mellan museum och skola genom att studera ett lärandematerial, ”Allt har en historia” utgivet av världskulturmuseerna. Materialet består totalt av tolv filmer som utifrån museiföremål skapat berättelser som tidsmässigt spänner över drygt 4500 år och geografiskt hela världen. Jag har valt att studera tre av dessa filmer och tillhörande material i form av elevfrågor och lärarhandledning. Filmerna har kolonisationen som tema och den representeras av: ett minneshuvud i brons från Beninriket i Afrika, en så kallad khipu från Inkariket i Sydamerika och två jackor från den nordamerikanska prärien. I uppsatsen har jag undersökt (1) vilka berättelser som förmedlas och hur de fungerar meningsskapande; (2) hur läromedlet tar sig an ett interkulturellt perspektiv; slutligen (3) hur formen och formatet fungerar i relation till mer traditionella läromedel. Jag har använt en semiotisk/socialsemiotisk tolkningsmodell där jag i filmerna sökt finna meningsskapande tecken som synliggör vilka berättelser som förmedlas. Som teoretiskt ramverk har historiedidaktiken bidragit med begreppen historiebruk, historiekultur och historiemedvetande. Jag har funnit att den dominerande berättelsen handlar om att lyfta fram”kulturmötet”, i vissa fall som något positivt och i andra genom de negativa konsekvenser det fört med sig. I det sistnämnda fallet har berättelserna tagit ett perspektiv som tydligt ställer sig på de utsattas sida. Museernas fokus på kulturmöte går att härleda till en större rörelse bland etnografiska museer över hela Europa, något som även är synligt i världskulturmuseernas styrdokument. Ett interkulturellt perspektiv tar sig uttryck genom grepp i filmberättandet, som exempelvis att i flera fall använda sig av begrepp på ursprungsbefolkningars språk, men även genom hur filmberättandet kombineras med elevfrågor där man styrt eleverna mot en förståelse som tar ställning för ett mångkulturellt samhälle. Strategin tydliggörs även i hur man i en berättelse projicerar berättelsen om kulturmötet på ett föremål som i sig inte stödjer något i den bortsett från att det härrör från rätt tid och plats. Slutligen har jag funnit att materialet som läromedel betraktat bör ses som ett komplement eftersom det fungerar ganska smalt i relation till skolans kunskapskrav. Det här kan ha sin orsak i olika syn på pedagogik inom skolan respektive museet och i vilka olika krav som ställs på de båda. Med vetskap kring det och med rätt lärarstöd så kan materialet ändå bidra till viktiga delar av elevers lärande. En kvalificerad gissning är att det framförallt kan bidra till att skapa förståelse kring (i det här fallet) koloniseringsepoken.<br><p>Godkänt datum 2021-05-10</p>
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Porter, Gabriel Caroline. "Studies in gender and representation in British history museums." Thesis, University of Leicester, 1994. http://hdl.handle.net/2381/8496.
Full textAbstract:
In this study, I develop a critical practice relevant to museums, drawing from feminist practice and poststructuralist theory. I examine the process through which museums construct, order, represent and interpret history to make meaning: how history comes to be true in the museum text. My focus is this process of production, not history itself. If the text is recognised as a construction, then it is available for deconstruction, to reveal the process of production of the text, the relations of production, the materials used, and their arrangement. In the activity of deconstructing the museum text, I take a feminist perspective. From this perspective, I argue that the process and relations of production are themselves gendered: the identities 'man' and 'woman' are formed and articulated through a range of relationships. The categories of 'man' and 'woman' are set against each other but, at the same time, are bound together and interdependent. 'Woman' becomes the background against which 'man' acts: 'his' existence and ascendance depend on 'her' presence and subordination. Together, they provide a thread for museums in the histories and narratives which they make. I examine the development of museums in England, and especially the development of history collections and museums in the late eighteenth, nineteenth and twentieth centuries. Here, I draw attention to those elements which have contributed most strongly to the articulation of a gendered history in museums. Moving from a general overview to specific case studies, I examine the articulation of history in three museums, whose identities and themes are related to production and consumption, work and leisure. These are chosen to represent the dominant forms through which museums articulate history, and at the same time as important sites for the construction and articulation of gendered narratives and histories. Finally, I look beyond the materials gathered in the case studies, and the conclusions drawn from them, focus on practices and projects which are broadly relevant to the thesis and which, implicitly or explicitly, challenge the conventions of museum work. In these examples, I have looked beyond Britain and beyond history museums, to open up wider possibilities for change.
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Cengel, Lauren Marie. "Making Meaning and Connections: A Study of the Interpretation and Education Practices for the Medieval Collection at the Cleveland Museum of Art." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397568655.
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