Abstract
Preparing pre-service teachers to engage in the greater-than-school world, think broadly about alternative sites of learning and address contemporary issues in education and society is challenging, and requires connections between formal, non-formal and informal education. Museums are spaces that can provide this, as they can engage students with historical artefacts and narratives that provide a platform to develop critical understandings about the world around them. However, museums can also be sites of hegemonic oppression and exclusion that perpetuate the status quo by excluding or misrepresenting some stories whilst privileging others (Clover, 2015). Critical pedagogy in museums is about rendering visible these hidden or misrepresented stories (Borg & Mayo, 2010).
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Jayme, B.d.O., Gough, K., Sanford, K., Monk, D., Mimick, K., O’Connor, C. (2016). Museum Hacking as Adult Education. In: Clover, D.E., Sanford, K., Bell, L., Johnson, K. (eds) Adult Education, Museums and Art Galleries. International Issues in adult Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-687-3_18
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DOI: https://doi.org/10.1007/978-94-6300-687-3_18
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