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- Convenor:
-
Sarina Wakefield
(University of Leicester)
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Short Abstract:
University internationalisation strategies have resulted in the development of varied trans-national education (TNE) models. This panel examines the complex cross-cultural dynamics that shape, reshape, and challenge museum studies and anthropology pedagogies within diverse TNE settings.
Long Abstract:
This panel seeks to understand the key issues surrounding the development and delivery of museum studies and anthropology courses within trans-national education (TNE) settings.
University internationalisation strategies have led to varied TNE activities such as branch campuses, cross-institutional programmes, bespoke module delivery, faculty and student exchanges, and so forth.
During this session, we will analyse the socio-cultural frameworks used to create TNE relationships and the embedded power-knowledge frameworks that emerge within diverse cross-cultural settings, particularly within regions that have been traditionally viewed as marginal locales. Papers might explore and engage with debates about knowledge exchange, expertise and trans-national power; varied development models for trans-national museology and anthropology pedagogies; collaborative and cross-cultural dynamics of working within TNE partnerships; faculty and student experiences of TNE; engagement beyond the academy through TNE; cultural diplomacy and soft power; and innovative TNE teaching methods.
Ultimately, the papers in this session seek to understand how TNE frameworks are shaping and re-shaping the teaching of museum studies and anthropology in new locales; and the impact of transnational pedagogical practices on higher education programmes and cross-border collaborations.
Accepted papers:
Session 1 Wednesday 26 June, 2024, -Sarina Wakefield (University of Leicester)
Paper short abstract:
This paper questions how trans-national museum pedagogies activate diverse cultural encounters. It examines the attitudes and experiences of students, faculty and partners of the School of Museum Studies Hong Kong program and the potential for culturally responsive trans-national museum pedagogies.
Paper long abstract:
This paper questions how trans-national museum pedagogies activate diverse cultural encounters. It examines the attitudes and experiences of students, faculty and partners of the School of Museum Studies MA in Museum Studies Hong Kong program and the potential for culturally responsive trans-national museum pedagogies. Drawing on research from the Trans-national Museum Pedagoes project the paper questions how TNE learning environments activate diverse cultural encounters.
This paper examines how international partners and university faculty are engaged in dynamic and multi-layered processes of knowledge exchange, collaborative learning, and trans-national connection. It seeks to understand in what ways trans-national museum pedagogies both reinforce and challenge hegemonic knowledge frameworks. In doing so, it challenges dominant Euro-centric pedagogical approaches.
By examining the relational dynamics of TNE partnerships the paper situates the need for co-curation and culturally responsive trans-national museum pedagogies.
Katharina Massing (Nottingham Trent University) Rebekah Pickering Wood (Nottingham Trent University) Charlie Gregson
Paper short abstract:
Student knowledge exchange in form of placements, partnership and consultancy work is an important aspect of trans-national education in the field of museum and heritage studies. Our paper examines the benefits and challenges from a staff, student and partner perspective.
Paper long abstract:
This paper aims to examine the benefits and challenges for trans-national education students in undertaking student knowledge exchange activities. As a practice-led field museum studies student knowledge exchange activities, including placements, working with sector partners and consultancy work, are often a core part of teaching and student experience. For Nottingham Trent University’s trans-national partnership with the Communication University of China these practice-based opportunities are one of the main reasons students are encouraged to come to the UK in their second year of study. While this practice-based experience often enriches the student experience in terms of skill development and gaining insight into the work of different cultural organisations, there are also challenges around the interpretation and understanding of culturally specific concepts or institutions.
Using an innovative knowledge-exchange project on decolonisation and diversifying storytelling with Birmingham Botanical Gardens as a main case study we will consider the role of trans-national education students in student knowledge exchange from three perspectives: staff perspective, student perspective and partner/sector perspective. From a staff perspective we will reflect on the role of creative approaches and the importance good staff-student partnerships to empower international students to develop new skills and share their experiences. We will analyse how we can support students to work in different cultural context and to new concepts. From a student perspective we will consider how to best evaluate student learning and student experience and from a partner perspective we will consider the benefits and challenges that trans-national education might bring from them.
Kristina Dziedzic Wright (University of Leicester)
Paper short abstract:
Using examples from my teaching in Korea whilst doing curatorial projects in Kenya and PhD research in both Kenya and Korea, this paper explores trans-national education through the theoretical framework of hospitality and response-ability.
Paper long abstract:
The concept of hospitality has increasingly been used to consider the practice of curating. As Beatrice von Bismarck and Benjamin Meyer-Krahmer (2016, 8) assert, “a curatorial situation is always one of hospitality […] it receives, welcomes, and temporarily brings people and objects together, some of which have left their habitual surroundings and find themselves in the process of relocation in the sense of being a guest. Thus the curatorial situation provides both the time and the space for encounter between entities unfamiliar with one another.” In similar ways, the classroom situation provides time and space for such encounters, and applying the concept of hospitality to teaching opens new avenues for connective and transformative trans-national education. When educators practice ‘response-ability’ (Ingold 2017) as a hospitable approach to teaching, they respond with students and their communities rather than to them and, in doing so, create further opportunities for transcultural exploration and understanding. Using examples from my teaching in Korea whilst doing curatorial projects in Kenya and PhD research in both Kenya and Korea, this paper explores trans-national education through the theoretical framework of hospitality and response-ability.
References
Bismarck, B. v. & Meyer-Krahmer, B. Hospitality: Hosting Relations in Exhibitions. (Sternberg Press, 2016)
Ingold, T. Anthropology and/as Education. (Routledge, 2017)