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008			191130s2014 ne sb 001 0 eng d
020			_a9789462096325 _q(electronic book)
020			_z9789462096318 _q(print)
024	7		_a10.1007/978-94-6209-632-5 _2DOI
035			_a(OCoLC)881847671
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aAM7
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a069 _223
245	0	0	_aBeyond Pedagogy : _ba Reconsidering the Public Purpose of Museums / _cEdited by Brenda Trofanenko; Avner Segall.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2014.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rBrenda Trofanenko and Avner Segall -- Introduction / _rBrenda Trofanenko and Avner Segall -- After the Critiques / _rMargaret A. Lindauer -- Historic Sites’ Role in Teacher Education / _rChristine Baron -- The Colonial Past as “Usable History” / _rMallory Allyson Richard -- Encountering Pedagogy at the National Museum of the American Indian / _rAvner Segall and Brenda Trofanenko -- Preserving Native Space: The Xá:ytem Longhouse Interpretive Centre / _rJonathan Clapperton -- The Meanings of a Holocaust Museum: Before and After / _rH. James Garrett -- Notes on Passing as an Insider at the US Holocaust Memorial Museum / _rSimone Schweber -- Commemorative Museum Pedagogy / _rJulia Rose -- “United in Our Diversity” / _rSandra J. Schmidt -- An Ethnology Museum as Pedagogical Space / _rWilliam Gaudelli -- Conclusion / _rAvner Segall and Brenda Trofanenko -- Biographies / _rBrenda Trofanenko and Avner Segall.
520			_aBeyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Beyond Pedagogy also makes a vital point about the complexity of such institutions and the need to comprehend how pedagogy emerges not only as an end result of the museum’s educational purpose but also in relation to the historically defined mandates that increasingly come to question the distinction between the knowledge we know and how we come to know it. As such, this volume expands our understandings of the ways in which pedagogy operates in the contexts of museums and heritage sites and the forms of knowledge, knowing, and being it conjures, celebrates, obscures, and/or silences in the process of producing among museum visitors particular notions of identity, subjectivity and voice, ones that, more often than not, reify rather than challenge traditional conceptualizations of the nation and its past, present, and future.
588			_aDescription based on print version record.
650		0	_aMuseums _xEducational aspects.
700	1		_aTrofanenko, Brenda, _eeditor.
700	1		_aSegall, Avner, _eeditor.
776	0	8	_iPrint version: _tBeyond Pedagogy: Reconsidering the Public Purpose of Museums, _dLeiden Boston : Brill | Sense, 2014 _w9789462096318
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-632-5
999			_c37262 _d37262