The Concept of Social Inclusion in Art Museums in Chile: Perceptions of Educators, Curators, and Directors

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3ANTRU3FPI" target="_blank" >RIV/00216208:11320/25:NTRU3FPI - isvavai.cz</a>

Výsledek na webu

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183876385&doi=10.6018%2frie.566461&partnerID=40&md5=6f49a08e789877e8f829fbe087147af9" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183876385&doi=10.6018%2frie.566461&partnerID=40&md5=6f49a08e789877e8f829fbe087147af9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.6018/rie.566461" target="_blank" >10.6018/rie.566461</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Concept of Social Inclusion in Art Museums in Chile: Perceptions of Educators, Curators, and Directors

Popis výsledku v původním jazyce

Social inclusion in the context of art museums is often understood as the process whereby an art institution provides individuals with special attention from the staff and with adapted educational practices to attract and support a more diverse public. With this definition in mind, the present study aims to shed light onto how social inclusion is conceived and implemented in nine art museums in Chile, generating critical reflection through the analysis of data gathered from interviews with their educators, curators, and directors. To do so, this research applies a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews conducted with the study's participants-fourteen educators, five curators, three directors, and a curator-director. Through coding and data comparison, eight categories have been identified in relation to the concept of inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. Results show the adaptation of the categories to the required practices and discuss the museums' operational strategies for the effective achievement of social inclusion. © 2024 Asociacion Interuniversitaria de Investigacion en Pedagogia. All rights reserved.

Název v anglickém jazyce

The Concept of Social Inclusion in Art Museums in Chile: Perceptions of Educators, Curators, and Directors

Popis výsledku anglicky

Social inclusion in the context of art museums is often understood as the process whereby an art institution provides individuals with special attention from the staff and with adapted educational practices to attract and support a more diverse public. With this definition in mind, the present study aims to shed light onto how social inclusion is conceived and implemented in nine art museums in Chile, generating critical reflection through the analysis of data gathered from interviews with their educators, curators, and directors. To do so, this research applies a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to collect information were semi-structured interviews conducted with the study's participants-fourteen educators, five curators, three directors, and a curator-director. Through coding and data comparison, eight categories have been identified in relation to the concept of inclusion: accessibility, diversity, relevance of security, communication awareness, political awareness, relevant skills, non-traditional educational practices, and work structure in the museum. Results show the adaptation of the categories to the required practices and discuss the museums' operational strategies for the effective achievement of social inclusion. © 2024 Asociacion Interuniversitaria de Investigacion en Pedagogia. All rights reserved.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

—

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Revista de Investigacion Educativa

ISSN

02124068

e-ISSN

—

Svazek periodika

42

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

95 - 113

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85183876385