Beyond Pedagogy: Reconsidering the Public Purpose of Museums (2014) Brenda Trofanenko and Avner Segall, editors

Reconsidering the Public Purpose of Museums how difficult it was to reach her working space: "You get [there] by walking through an almost-invisible passageway [near the gift shop].The passage seems purposely obscured from the Museum's main entrance as though to suggest that the land of scholarship is meant only for the knowledgeable … "(p.110).Schweber's anecdote neatly illustrates the traditional divide between public and academic history.She and other contributors to this collection, edited by Brenda Trofanenko and Avner Segall, question that disconnect and consider the shortcomings of the museum as a teaching institution.Though few authors offer practical methods to close the (perhaps growing) gap, their critical perspectives should nonetheless influence good practice for teachers, curriculum designers, curators, and public historians.In an introduction, Trofanenko and Segall establish their working assumption that pedagogy, the theory of education, no longer applies to the classroom alone.Educators and curators make conscious instructive decisions, thus museums should deliberately function as teaching spaces, an effort the editors package as "public pedagogy" (p.3).The initial essays discuss changing the way teachers use museums and history more broadly.In the first piece, After the Critiques, Margaret Lindauer describes her experience teaching the predicament of curatorial authority to students at Virginia Commonwealth University in Richmond, Virginia.Students received largely positive feedback from visitors (and their instructor) by employing schools of museum theory that emphasize the educational role of museums.Christine Baron also considers the instruction of future teachers in her contribution, Historic Sites' Role in Teacher Education.She notes that while science teachers learn lab techniques as part of their training, history teachers receive no similar experience.However, Baron advises avoiding museum internships, given that their focus is not necessarily education.Mallory Allison Richard also cautions against relying on museums for public education in The Colonial Past as 'Usable History'.Richard acknowledges it is difficult to impart critical themes like colonialism in public spaces, but, as museums are widely-trusted institutions, chastises the Canadian Museum of History in Gatineau, Quebec, for minimizing Aboriginals' historical roles.In their joint essay, Encountering Pedagogy at the National Museum of the American Indian, Trofanenko and Segall similarly lament the portrayal of Indigenous peoples at that institution.No explicit

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