Anna Stengel Dissertation

” I engaged the guiding questions through a feminist research methodology that is informed by post-qualitative and arts-based methodologies and methods.

This methodology was developed as I responded to research questions and data in production, and as I thought closely with scholars and their writings, especially Elizabeth Ellsworth’s (2005) Places of Learning: Media, Architecture, Pedagogy.

....................................................................................763.2 How Are Learning and Pedagogy Conceptualized in this Study?

....................................78viii3.2.1 Why Ellsworth’s Places of Learning? .......................................................................783.2.2 Pedagogical address and pedagogical force ..............................................................803.2.3 Pedagogical pivot point and pedagogical hinge ........................................................823.2.4 Pedagogical potential.................................................................................................833.2.5 Mutually transformative learning ..............................................................................853.3 How is Education Conceptualized in this Study?

.............................................................863.3.1 Education as responsive, relational, and potential.....................................................863.3.2 Education as creating the conditions for learning......................................................883.3.3 How is knowledge addressed in thinking about education in responsive participatory art museum practices?

............................................................................................................903.4 What Understandings of Community Are Utilized in This Study?TOWARD RESPONSIVE PARTICIPATORY ART MUSEUM PRACTICESby Elizabeth (Elsa) Lenz Kothe B. A., The University of Arizona, 2005A THESIS SUBMITTED IN PARTIAL FULFILLMENT OFTHE REQUIREMENTS FOR THE DEGREE OFDOCTOR OF PHILOSOPHYin THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES(Curriculum Studies)THE UNIVERSITY OF BRITISH COLUMBIA(Vancouver)April 2019© Elizabeth (Elsa) Lenz Kothe, 2019ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Toward Responsive Participatory Art Museum Practicessubmitted by Elizabeth (Elsa) Lenz Kothe in partial fulfillment of the requirements forthe degree of Ph. Dónal O’Donoghue, Curriculum & Pedagogy Supervisor Dr.Rita Irwin, Curriculum & Pedagogy Supervisory Committee Member Dr...................................923.4.1 The potential community...........................................................................................923.4.2 Naming community ...................................................................................................933.4.3 Communities of care and the dark side of community ..............................................943.4.4 Thinking the potential community as responsibility to others...................................96Chapter 4: Education as Creating the Conditions....................................................................994.1 Creating Educational Conditions......................................................................................994.1.1 Creating the conditions as a good-enough holding environment ............................1064.2 Daily Practices ................................................................................................................1074.2.1 Identifying, supporting, and practicing qualities of responsiveness........................1074.2.1.1 Diversity ...........................................................................................................1084.2.1.2 Relevancy .........................................................................................................111ix4.2.1.3 Embracing the unknown and discomfort ..........................................................1154.2.1.4 Permission and risk...........................................................................................1164.2.1.5 Responsibility ...................................................................................................1194.2.2 Asking questions......................................................................................................1214.2.2.1 Questions as mission-driven and driving the mission ......................................1224.2.2.2 How questions guide decision making .............................................................1264.2.2.3 Questions as daily, mission-guided practice that replaces models ...................1274.2.3 Shared language.......................................................................................................1284.2.3.1 Internally shared language................................................................................1294.2.3.2 Externally shared language...............................................................................1324.2.4 Decision making based on mission and goals .........................................................1354.2.4.1 Operationalizing goals: entry points, platforms, and “architecture of participation” ...................................................................................................................1364.2.4.2 Entry points as a public curriculum ..................................................................1394.2.4.3 Flexible and responsive program models: “not cookie cutter”.........................1454.3 Determining and Supporting Collaborators’ Needs .......................................................1474.4 Working Within Institutional Capacity ..........................................................................1504.4.1 Determining staff roles ............................................................................................1524.5 Identifying and Activating Spaces..................................................................................1534.5.1 Beyond museum walls .............................................................................................1534.5.2 Dynamics of particular spaces .................................................................................1544.5.3 Dialogue and space ..................................................................................................1624.6 Identifying Snags ............................................................................................................166x4.6.1 Education as always about schools and certain types of programs .........................1664.6.2 Community-based practices as marketing ...............................................................1674.6.3 Reciprocal relationships or transactions for organizational gain?...........................169Chapter 5: Mutually Transforming .........................................................................................1735.1 External and Internal Processes Mirroring Each Other ..................................................1735.1.1 Staff relationships ....................................................................................................1765.1.2 Taking a collaborative stance ..................................................................................1765.1.3 Changing staff and staff roles ..................................................................................1805.1.3.1 With, not for......................................................................................................1815.1.3.2 Breaking down departmental silos....................................................................1825.1.3.3 Considering who is “at the table” .....................................................................1835.1.3.4 Staff belief in mission.......................................................................................1845.2 Time................................................................................................................................1845.2.1 “Infinite modal oscillations”....................................................................................1855.2.1.1 Taking time to build capacity ...........................................................................1875.2.1.2 Momentary time that is uncertain, undetermined, and flexible ........................1895.2.2 Time as relational ....................................................................................................1925.2.2.1 Ongoing relationships.......................................................................................1925.2.2.2 Networks of relationships beyond physical museum borders and staff ...........1935.2.2.3 Qualities of responsiveness that support ongoing relationships .......................1955.3 Mission-Guided Changes................................................................................................1985.3.1 The role of strategic planning in mutual transformation .........................................199xi5.3.1.1 Ongoing, mission-based practices that support mutual transformation............2025.3.2 Evaluation and assessment ......................................................................................208Chapter 6: Concluding Thoughts .............................................................................................2136.1 What are Responsive Participatory Art Museum Practices?Two questions guide the study: “What are responsive participatory art museum practices and what could they be?” and “In what ways can education, learning, and pedagogy be understood in the context of responsive participatory art museum practices?Change is possible for all those who take part in responsive participatory practices, including audiences, participants, and museum staff.Education in responsive practices is an ongoing process of creating conditions for potential learning and mutual transformation.v Preface This dissertation is an original contribution by the author, Elizabeth (Elsa) Lenz Kothe. Lisa Loutzenheiser—and with support from individuals recognized in the acknowledgments.Two additional publications informed my methodology and the content of this study, in particular sections 2.2.4 and 4.2: Lenz Kothe, E. Mapping invitations to participate: An investigation in museum interpretation. International Journal of Education & the Arts, 14(SI 1.12).International Journal of Art & Design Education, 35(1), 86–106; and Lenz Kothe, E., & Berard, M.-F. I completed all of the research for and writing of the first article.

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