Abstract
Social inclusion understood as a process and purpose that must receive special attention from museums and their educational practices, in order to attract and support a more diverse public. The objective of this study is to describe the ways in which the concept of social inclusion is manifested in the educational practices of educators, curators, and directors of Chilean art museums and the way in which this concept is defined. The research arises from qualitative method based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews and the study participants were 14 educators, five curators, three directors and a curator-director, in a total of nine art museums. Through coding and data comparison, eight categories were identified in relation to the concept of social inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. The results show the adaptation of the categories to the practices and operation of museums for an effective achievement of social inclusion.
Presenters
Kata SpringinzeiszStudent, Doctorado en Educación, Pontificia Universidad Católica de Chile, Chile
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2023 Special Focus—Museum Transformations: Pathways to Community Engagement
KEYWORDS
Social inclusion, Educational practices, Grounded Theory, Art museums
