Notes
- Recent related special issues of JME include spring 2010's vol. 35, no. 1 focused on “Museum Education and Public Value,” fall 2012's vol. 37, no. 3 exploring “Museum Education in Times of Radical Social Change.” See also forthcoming issues “The New New Urban History” and “City Museums and Urban Learning.” For examples of key individual articles related to the topic of this issue see E. H. Gurian, “Museum as Soup Kitchen,” Curator: The Museum Journal 53 (2010): 71–85. In addition, in January 2012 Curator published a special issue on “Communities and Museums” and since 2006 the journal Museums & Social Issues has been devoted to considering the links between museums and topics of social concern. Note, however, that these last two journals are not focused on museum education per se. Recent books of note include Lois Silverman, The Social Work of Museums (New York: Routledge, 2010) and Carol Brown, Elizabeth Wood, and Gabriella Salgado, eds., Inspiring Action: Museums and Social Change (Edinburgh: Museums Etc, 2009).
- Michael Frisch, A Shared Authority: Essays ort the Craft and Meaning of Oral and Public History (Albany: State University of New York Press, 1990). In a more recent 2011 essay Michael Frisch asked readers to recall that his 1990 text was carefully titled to highlight the article “A” which was to signal that in oral history/public history work shared authority is something that always “is”; authority is not something one person has and may (or may not) share. See “From A Shared Authority to the Digital Kitchen and Back,” in Letting Go? Sharing Historical Authority in a User-Generated World, ed. Bill Adair et al. (Philadelphia, PA: The Pew Center for Arts & Heritage, 2011), 127. The implication of Frisch's finer point for the wider conversation in this issue is that museum educators, who rely upon a public with whom to work and interface, might do well to assume a shared authority as the standard place from which their work happens.
- Karen Halttunen, “Groundwork: American Studies in Place,” American Quarterly 58, no. 1 (March 2006), 12.
- See Paulo Friere, Pedagogy of the Oppressed,(New York: Herder and Herder, 1970).
- See Jacques Rancière, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation (Stanford: Stanford University Press, 1991).