La inclusión social en los museos de arte chilenosUn análisis de los factores de accesibilidad, diversidad y equidad

  1. Kata Springinzeisz 1
  2. Silvia García-Ceballos 2
  1. 1 Pontificia Universidad Católica de Chile
    info

    Pontificia Universidad Católica de Chile

    Santiago de Chile, Chile

    ROR https://ror.org/04teye511

  2. 2 Universidad de Zaragoza (España)
Revista:
Arte, individuo y sociedad

ISSN: 1131-5598

Año de publicación: 2023

Volumen: 35

Número: 4

Páginas: 1253-1274

Tipo: Artículo

DOI: 10.5209/ARIS.87397 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Arte, individuo y sociedad

Resumen

Social inclusion must be a guiding principle in museums considering perspectives of accessibility, diversity and equity that have not yet reached an adequate level of development and implementation. The objective of this study is to analyze in which aspects the notion of social inclusion features in Chilean art museums, in order to determine the role this concept has in their institutional mission and their educational practices, as well as to find out how such museums understand social inclusion. We work from a deductive qualitative analysis approach that allows us to identify the most present elements of inclusion factors through documentary analysis. For the analysis, a guideline of five preestablished categories was used: (1) orientation of the museum to the public, (2) type of public, (3) accessibility of the museum, (4) equity and diversity of the staff and (5) educational approach. The results of the analysis revealed that museums understand and approach the concept of inclusion from a reductionist point of view, mainly referring to the audiences. These results indicate the need to continue defining and training the institutions and their staff regarding polyvocality, active education, equity and diversity.

Referencias bibliográficas

  • Addario, L. & Langer, M. (2016). A University–Museum Partnership for Creative Interns-hips in Cultural Technology. Journal of Museum Education, 41(4), 275-285. https://doi.org/10.1080/10598650.2016.1224614
  • Anila, S. (2017). Inclusion Requires Fracturing, Journal of Museum Education, 42(2), 108-119. https://doi.org/10.1080/10598650.2017.1306996
  • Appleton, J. (2001). Museums for ‘the People’? Academy of Ideas Ltd.
  • Bazan, E., Black, S. W., Thurn, N. & Usbeck, F. (2021). Repatriation, Public Programming, and the DEAI Toolkit. Journal of Museum Education, 46(1), 27-37. https://doi.org/10.1080/10598650.2020.1847501
  • Belver, M. H., Ullan, A. M., Avila, N., Moreno, C. & Hernandez, C. (2018). Art museums as a source of well-being for people with dementia: an experience in the Prado Museum. Arts & Health, 10(3), 213-226. https://doi.org/10.1080/17533015.2017.1381131
  • Belver, M. H. & Hernández, C. (2019). From Velazquez to Picasso: Proposal of Artistic Mediation Activities for People with Dementia. Barcelona Research Art Creation, 7(1), 10-29. https://doi.org/10.17583/brac.2019.3820
  • Bennett, T. (1995). The Birth of the Museum. Routledge.
  • Bradford, L., Diaz, A. & Schilling, R. (2021). Expanding Museum Communities: International Perspectives on Access in Exhibition Design and Public Programs. Journal of Mu-seum Education, 46(1), 38-47. https://doi.org/10.1080/10598650.2020.1842624
  • Bryant, A. (2017). Grounded Theory and Grounded Theorizing. Oxford University Press.
  • Bunch III, L. G. (2017). The National Museum of African American History and Culture: The Vision. Journal of Museum Education, 42(1), 8-12. doi: https://doi.org/10.1080/10598650.2016.1265850
  • Candlin, F. (2003). Blindness, art and exclusion in museums and galleries. International Journal of Art & Design Education, 22(1), 100-110. https://doi.org/10.1111/1468-5949.00343
  • Catlin-Legutko, C. (2019). History That Promotes Understanding in a Diverse Society. In J. B. Cole & L. L. Lott (Eds.), Diversity, Equity, Accessibility, and Inclusion in Museums(pp. 41-48). Rowman & Littlefield.
  • Charmaz, K. (2006). Constructing grounded theory: A Practical Guide through Qualitative Research. Sage.
  • Chiovatto, M. M. (2017). Educación líquida. Museu para Todos. https://museu.pinacoteca.org.br/wp-content/uploads/sites/2/2017/01/MILA_CHIOVATTO_educacion_liquida.pdf
  • Coleman, L. (2018). Understanding and Implementing Inclusion in Museums. Rowman & Littlefield.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: choosing among five approa-ches (3rd ed.). Sage.
  • Davies, S. M., Paton, R. & O’Sullivan, T. J. (2013). The museum values framework: a framework for under-standing organizational culture in museums. Museum Management and Curatorship, 28(4), 345-361. https://doi.org/10.1080/09647775.2013.831247
  • de la Iglesia-Mayol, B. & Rosselló-Ramón, M. R. (2014). Identificación de las barreras de acceso a la información, a la participación y al aprendizaje en el Museo Es Baluard. Arte, Individuo y Sociedad 26(1), 21-38. https://doi.org/10.5209/rev_ARIS.2014.v26.n1.40147
  • de Oliveira Heidrich, R., Schemes C., de Farias Bauermann Filho A., & Schemes Prodanov, S. (2020). História da indumentária inclusão e acessibilidade: exposição multissensorial no museu nacional do calçado. Estudios históricos, 24.Department of Economic and Social Affairs (2016). Leaving no one behind: the imperati-ve of inclusive development. Report on the World Social Situation 2016.
  • Department of Economic and Social Affairs, United Nations. https://www.un.org/esa/socdev/rwss/2016/full-report.pdf
  • Falchetti, E. (2020). Immaginare un futuro migliore. Il patrimonio culturale per il recupero e il reinserimento sociale di giovani soggetti a misure penali. Museologia Scientifica, 14, 139-151.
  • Fontal, O. (2003). La enseñanza de las últimas tendencias del arte. Nuevas formas de ordenación al hilo de la postmodernidad. Íber: didáctica de las ciencias sociales, geografía e historia, 37, 77-90.
  • Gilgun, J. F. (2019). Deductive Qualitative Analysis and Grounded Theory: Sensitizing Concepts and Hypothesis-Testing. In A. Bryant & K. Charmaz (Eds.), The Sage Handbook of Current Developments in Grounded Theory (pp. 107-122). Sage.
  • Girma, H. (2019). Disability and Innovation: The Universal Benefits of Inclusive Design. In J. B. Cole & L. L. Lott (Eds.), Diversity, Equity, Accessibility, and Inclusion in Museums(pp. 101-105). Rowman & Littlefield.
  • Gonzales, E. (2020). Exhibitions for Social Justice. Routledge.
  • Grek, S. (2009). ‘In and against the museum’: the contested spaces of museum education for adults. Discourse: Studies in the Cultural Politics of Education, 30(2), 195-211. https://doi.org/10.1080/01596300902809237
  • González-García, R. (2017). Inclusión social de personas con Alzheimer y otras demencias mediante actividades didácticas en museos. El caso del MoMA de Nueva York. The MoMA of New York case. Arte, Individuo y Sociedad, 29, 77-88. https://doi.org/10.5209/ARIS.54556
  • Hatton, A. (2012). The conceptual roots of modern museum management dilemmas. Museum Management and Curatorship, 27(2), 129-147. https://doi.org/10.1080/09647775.2012.674319
  • Harden, S. B., McDaniel, P. N., Smith, H. A., Zimmern, E. & Brown, K. E. (2015). Speaking of Change in Charlotte, North Carolina: How Museums Can Shape Immigrant Recep-tivity in a Community Navigating Rapid Cultural Change. Museums & Social Issues-A Journal of Reflective Discourse, 10(2), 117-133. https://doi.org/10.1179/1559689315Z.00000000039
  • Hein, G. E. (2006). Museum Education. In MacDonald, S. (Ed.), A Companion to Museum Studies (pp. 340-352). Blackwell Publishing.
  • Hernández-de la Cruz, J. M., Rivero-Gracia, P., García-Ceballos, S. & Peñate-Villasante, A. G. (2021). La educación artística y patrimonial en los museos de Matanzas, Cuba. Evaluación de competencias clave. Arte, Individuo y Sociedad, 33(4), 1211-1234. https://doi.org/10.5209/aris.71381
  • Hooper-Greenhill, E. (2000). Changing Values in the Art Museum: rethinking communi-cation and learning. International Journal of Heritage Studies, 6(1), 9-31. https://doi.org/10.1080/135272500363715
  • Hooper-Greenhill, E. (2007). Museums and Education. Routledge.
  • International Council of Museums (2022). Definición de museo. Recuperado 14.12.2022, de https://icom.museum/es/recursos/normas-y-directrices/definicion-del-museo/
  • Ismaeel, D. A. & Al-Abdullatif, A. M. (2016). The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia. International Journal of Emerging Technologies in Learning, 11(4), 32-39. https://doi.org/10.3991/ijet.v11i04.5300
  • Johnson, A., Huber, K. A., Cutler, N., Bingmann, M. & Grove, T. (2009). The Museum’s Educator’s Manual. Altamira.
  • Kemeza, A. B. (2019). Embracing Individualism and Encouraging Personal Style in Gallery Teaching. Journal of Museum Education, 44(2), 147-154. https://doi.org/10.1080/10598650.2019.1594566
  • Khashan, N. (2019). Steps toward Sustainability in Museums. In J. B. Cole & L. L. Lott (Eds.), Diversity, Equity, Accessibility, and Inclusion in Museums (pp. 61-68). Rowman & Littlefield.
  • Kolb, B. M. (2005). Marketing for cultural organizations: New strategies for attracting audien-ces to classical music, dance, museums, theatre and opera (2nd ed.). Thomson Learning.
  • Kreuzer, P. & Dreesmann, D. (2017). Exhibitions and Beyond: The Influence of an Op-tional Course on Student Teachers’ Perceptions and Future Usage of Natural His-tory Museums. Journal of Science Teacher Education, 28(8), 651-673. https://doi.or-g/10.1080/1046560X.2017.1400803
  • Lott, L. L. (2019). The Leadership Imperative: Diversity, Equity, Accessibility, and Inclusion as Strategy. In J. B. Cole & L. L. Lott (Eds.), Diversity, Equity, Accessibility, and Inclu-sion in Museums (pp. 33-40). Rowman & Littlefield
  • Marín-Cepeda, S., García-Ceballos, S., Vicent, N., Gillate, I. & Gómez-Redondo, C. (2017). Educación Patrimonial Inclusiva en OEPE: un estudio prospectivo. Revista de Educa-ción, 375, 110-135. doi: 10.4438/1988-592X-RE-2016-375-337
  • Martins, P. R. (2016). Engaging the d/Deaf Audience in Museums: A Case Study at the Ca-louste Gulbenkian Museum. Journal of Museum Education, 41(3), 202-209. https://doi.org/10.1080/10598650.2016.1193316
  • Meléndez Teutsch, A. (2010). Concepciones de la Educación Artística en Museo: El Caso de las Educadoras del Museo Nacional de Bellas Artes de Chile. Arte, Individuo y Sociedad 22(1), 145-162.
  • Mithlo, N. M. & Sherman A. (2020). Perspective-Taking Can Lead to Increased Bias: A Call for ‘Less Certain’ Positions in American Indian Contexts. Curator: The Museum Journal, 63(3), 353-369. https://doi.org/10.1111/cura.12373
  • Monzó, R., Jardon, P. & Pérez, C. I. (2019). Análisis de una experiencia de ocio inclusivo para mayores afectados de demencia y Alzheimer en el Museu Comarcal de L’Horta Sud (Torrent, Valencia). ENSAYOS, Revista de la Facultad de Educación de Albacete, 34(1), 149-162. https://doi.org/10.18239/ensayos.v34i1.2040
  • Muzi, A. (2019). Musei e inclusione: coinvolgere gli adolescenti nei musei scientifici attra-verso l’alternanza scuola-lavoro. Alcune buone pratiche. Museologia Scientifica, 13(11), 22-27
  • O’Donoghue, T. (2007). Planning your Qualitative Research Project: An Introduction to In-terpretivist Research in Education. Routledge.
  • O’Neill, M. (2006). Essentialism, adaptation and justice: Towards a new epistemolo-gy of museums, Museum Management and Curatorship, 21(2), 95-116. https://doi.org/10.1080/09647770600302102
  • Pablos, L. & Fontal, O. (2020). La accesibilidad en los museos españoles: evaluación de programas de educación patrimonial para personas con TEA. Educatio Siglo XXI, 38(1), 99-118. https://doi.org/10.6018/educatio.413431
  • Pastor, M. (2004). Pedagogía museística. Nuevas perspectivas y tendencias actuales. Ariel.
  • Rivero, P., Fontal, O., García-Ceballos, S. & Martínez-Rodríguez, M. (2018). Heritage Edu-cation in The Archaeological Sites. An Identity Approach in The Museum of Calatayud. Curator: The Museum Journal, 61(2), 315-326. https://doi.org/10.1111/cura.12258
  • Rodrigues Alves dos Santos, F., de Lima Macedo, M. & Maria Mariani Braz, R. (2020). Acessibilidade nos Museus: património cultural para todos, uma experiência exitosa na Casa da Descoberta/Niterói. Museologia & Interdisciplinaridade, 9(18), 471–479. ht-tps://doi.org/10.26512/museologia.v9i18.30412
  • Sandell, R. (1998). Museums as Agents of Social Inclusion, Museum Management and Cura-torship, 17(4), 401-418. https://doi.org/10.1080/09647779800401704
  • Sandell, R. (2002). Museums and the combating of social inequality: roles, responsibilities, resistance. In R. Sandell (Ed.), Museums, Society, Inequality (pp.3-23). Routledge.
  • Sandoval, B. (2016). ¿Inclusión en qué? Conceptualizando la inclusión social. Ehquidad International Welfare Policies and Social Work Journal, 5, 71-108. https://doi.org/10.15257/ehquidad.2016.0003
  • Sasaki, L. (2019). It’s Time to Stop and Ask “Why?”. In J. B. Cole & L. L. Lott (Eds.), Diversity, Equity, Accessibility, and Inclusion in Museums (pp. 69-76). Rowman & Li-ttlefield.
  • Sayers, E. (2014). ‘Equality of Intelligences’: Exploring the Barriers to Engagement in Modern and Contemporary Art through a Peer-to-Peer Workshop at Tate Modern. In-ternational Journal of Art & Design Education, 33(3), 355-364. https://doi.org/10.1111/jade.12065
  • Siedell, D. (2007). Symposium: The Future of the Art Museum: Curatorial and Educational Perspectives. Journal of Aesthetic Education, 41(2), 1-4. doi:10.1353/jae.2007.0017
  • Simon, N. (2010). The Participatory Museum. Museum 2.0.
  • Springinzeisz, K. (2022). Social Inclusion in Museum Education: A Literature Review. Mu-seologica Brunensia, 11(2), 4-20. https://doi.org/10.5817/MuB2022-2-1
  • Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge University Press.
  • Tavory, I. & Timmermans, S. (2019). Abductive Analysis and Grounded Theory. In A. Bryant & K. Charmaz (Eds.), The Sage Handbook of Current Developments in Grounded Theory(pp. 532-546). Sage.
  • Taylor, C. (2017). From Systemic Exclusion to Systemic Inclusion: A Critical Look at Mu-seums. Journal of Museum Education, 42(2), 155-162. https://doi.org/10.1080/10598650.2017.1305864
  • Thogersen, J., Simpson, A., Hammond, G., Janiszewski, L. & Guerry, E. (2018). Creating curriculum connections: A university museum object-based learning project. Education for Information, 34(2), 113-120. DOI: 10.3233/EFI-180190
  • Timmermans, S. & Tavory, I. (2012). Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis. Sociological Theory, 30(3), 167-186. https://doi.org/10.1177/0735275112457914
  • Tlili, A. (2008). Behind the Policy Mantra of the Inclusive: Receptions of Social Exclusion and Inclusion in Museums and Science Centres. Cultural Sociology, 2(1), 123-147. ht-tps://doi.org/10.1177/1749975507086277
  • UNESCO. (1960). La inclusión en la educación. Recuperado 10.05.2022, de https://www.unesco.org/es/education/inclusion
  • United Nations. (2006). Convención sobre los Derechos de las Personas con Discapacidad y Protocolo Facultativo. https://www.un.org/disabilities/documents/convention/convop-tprot-s.pdf
  • United Nations. (2008). Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas. https://www.un.org/esa/socdev/unpfii/documents/DRIPS_es.pdf
  • Valenzuela, F. A., Espinoza, A., Madero-Cabib, I., Moyano, C. & Ortiz, F. (2015). Los museos de arte como mecanismos de inclusión y exclusión social en el arte y en la sociedad: un estudio de caso en Chile. Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas, 10(3), 723-737. http://dx.doi.org/10.1590/1981-81222015000300013
  • Vidal, H., Hockstein; L., Ahern, J. & Stein, K. (2019). Learning Communities Finding Common Ground for the Common Good. Journal of Museum Education, 44(1), 53-68. https://doi.org/10.1080/10598650.2018.1563746
  • Wright, D. (2020). Engaging Young Children and Families in Gallery Education at Tate Li-verpool. International Journal of Art & Design Education, 39(4), 739-753. https://doi.org/10.1111/jade.12322
  • Wylder, V. T. & Meale, M. (2009). The Story Project: A Model for Achieving Profound In-clusion in Museums. The International Journal of the Inclusive Museum, 2(1), 109-124. https://doi.org/10.18848/1835-2014/CGP/v02i01/44553
Fuente de los datos: Dialnet