Abstract
This paper examines the ways in which implementing intergroup dialogue (IGD) in museums would build social justice and inclusion. Intergroup dialogue, a social justice based pedagogy, brings individuals from different identity groups together in intentionally structured learning environments. These learner centered spaces are focused on participants critically examining history and society to construct shared understanding about the ways in which social structures and institutions structure their lived experience. Museums, as cultural institutions, are part of the socialization process in the United States, and represent and (re)produce narratives that serve dominant identity groups and culture. IGD can offer ways for museums to reconcile these fallacies, build empathy and perspective taking, and be mindful of the power they hold to reinforce dominant social structures and knowledge generation. Museums can use IGD to engage individuals to explore the role that power and social group membership play in history and their lived experience. Through our examination of IGD and museums, we conclude that by implementing programs like IGD, which foster reflexivity, museums can take steps towards being inclusive and socially just.
Presenters
Rhianon KohlArchivist, Hall of History, Father Flanagan Boys' Home, United States Andrew Blom
Associate Professor, Department of Philosophy and Religion, Central Michigan University, Michigan, United States Jared Halter
Postdoctoral Teaching Fellow In Intergroup Dialogue, College of Liberal Arts and Sciences, Central Michigan University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Intergroup Dialogue, Social Justice, Museum Engagement, Education
