Museum and university mutations: the relationship between museum practices and museum studies in the era of interdisciplinarity, professionalisation, globalisation and new technologies

Abstract

The universe of the museum is in the process of profound transformation, a reflection of the societies in which museum institutions evolve. The number of museums has grown considerably and their activities have diversified. Our traditional understanding of this sector is no longer adapted to the present-day context and many are attempting to redefine it. The same holds true for the teaching of museum studies, since the milieu has been professionalised and has taken on new responsibilities. This article tracks recent developments in museum studies and invites the reader to reflect on current trends towards increasing the autonomy of the museum, in light of the fact that the museum has become an object of study. Limiting the discussion to a specific aspect of the museum, the author takes stock of the contribution made to the field by various disciplines. She also evaluates the museum's role and function in terms of eight meta-functions. There are increasing expectations of museums: they must reflect and attempt to make sense of society, resolve social problems and provide new orientations, serve as a lever for minorities and open a window onto other cultures. The challenges facing museums also affect the curriculum of museum studies programmes. Are we teaching in order to reproduce the status quo, or in order to effect change?

Keywords:

• museum studies
• museum practice
• interdisciplinarity
• professionalisation
• museum management
• social responsibility
• museum mission

Acknowledgements

The author would like to thank the anonymous readers for their comments that helped to clarify the subject matter and hone my ideas. I also wish to thank Erica Pomerance for her translation, and Jennifer Carter for her editing.

Notes

1. For the purposes of this article, the author refers both to museum studies and museology in reference to the academic discipline. The former term is used frequently in the Anglo-Saxon context, while the latter is used more frequently in European contexts.