Post-critical museology: theory and practice in the art museum

2015 ◽  
Vol 24 (1) ◽  
pp. 101-103
Author(s):  
Helen Graham
Mouseion ◽  
2019 ◽  
pp. 93
Author(s):  
Cayo Honorato

Neste artigo, discutimos o conceito e o posicionamento da museologia pós-crítica, tal como elaborados pelo projeto de pesquisa e programa público Tate Encounters: Britishness and Visual Culture (2007-2010), em relação à museologia crítica. Para tanto, analisamos os argumentos registrados na principal publicação resultante do projeto, intitulada Post-critical Museology: Theory and Practice in the Art Museum (2013), assim como alguns títulos dos museum studies, assinados por Tony Bennett (1995), Carol Duncan (1995) e Eilean Hooper-Greenhill (1992). O resultado é um quadro comparativo mais nuançado, a partir do qual se pode notar remissões e intersecções, mais do que rupturas definitivas entre essas diferentes perspectivas. Por certo, adotamos essa estratégia na expectativa de melhor registrarmos a especificidade do pós-crítico. Nossa compreensão de que o pós-crítico propõe uma reformulação da crítica, mais do que seu abandono ou superação, levou-nos a destacá-lo como um empreendimento metodológico. Todavia, trata-se de um método que não pode se autoproclamar como tal.


Museum Worlds ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 168-187
Author(s):  
Laura Osorio Sunnucks ◽  
Nicola Levell ◽  
Anthony Shelton ◽  
Motoi Suzuki ◽  
Gwyneira Isaac ◽  
...  

Anthropology and its institutions have come under increased pressure to focus critical attention on the way they produce, steward, and manage cultural knowledge. However, in spite of the discipline’s reflexive turn, many museums remain encumbered by Enlightenment-derived legitimating conventions. Although anthropological critiques and critical museology have not sufficiently disrupted the majority paradigm, certain exhibitionary projects have served to break with established theory and practice. The workshop described in this article takes these nonconforming “interruptions” as a point of departure to consider how paradigm shifts and local museologies can galvanize the museum sector to promote intercultural understanding and dialogue in the context of right-wing populism, systemic racism, and neoliberal culture wars.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.


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