Negotiating the marketplace: The role(s) of Holocaust museums today

This paper explores four roles played by Holocaust museums today, as sites of mass tourism; memorials to the dead; vehicles of historical exposition; and living memorials educating subsequent generations about the “lessons” of the Holocaust. Whilst the paper refers to various Holocaust museums, it focuses on the Auschwitz museum and the Holocaust exhibition at the Imperial War Museum (IWM).     

Public Participation and Scientific Citizenship in the Science Museum in London: Visitors’ Perceptions of the Museum as a Broker

ABSTRACT

Science museums in Europe play an emerging and important role as brokers between the public and policy-making institutions and are becoming platforms that enable scientific citizenship. To do so, museums rely on the participation of their visitors. However, little is known about the relation between visitors’ interest to participate, their engagement with science, and their perceptions of the museum as a platform of scientific citizenship. This study analyzes visitors’ interest in 3 levels of participation: Sharing opinions and feedback (the museum as “forum”); co-developing programs and activities; and participating in the governance of the museum. Quantitative analysis of the data from a survey conducted among 364 adult visitors to the Science Museum in London reveals that interest in the forum function of the museum does not depend on visitors’ prior engagement with science, but rather on how the museum enables the scientific citizenship of its visitors. However, for interest in co-development the reverse was found—previous engagement and frequent visits are more important than scientific citizenship. The forum function of the museum and its perceived role in public policy further determine visitors’ interest in museum governance.     

The Impact of Facilitation by Museum Educators on Family Learning at Interactive Math Exhibits: A Quasi-Experimental Study

Although discussions of museums often revolve around exhibits, educators in these spaces have the potential to create in-depth, social learning experiences beyond what is possible at exhibits alone. There is still little empirical research, however, to inform how we understand, approach, and improve museum facilitation practices. In this study, we sought to address this gap by quantifying the impact of facilitation by trained educators working with visitors at interactive museum exhibits and comparing this to visitor engagement and learning outcomes for families without educator support. Using a quasi-experimental design, we measured the impact of staff facilitation on visitor engagement time, mathematical reasoning, math awareness, satisfaction, and intergenerational communication across three different exhibits, four trained educators, and two experimental conditions. Multivariate regression modeling showed that staff facilitation had a positive impact on engagement time, mathematical reasoning, and satisfaction, a negative impact on intergenerational communication, and no impact on math awareness.     

Holocaust <Emphasis Type="Italic">Laughter</Emphasis> and Edgar Hilsenrath’s <Emphasis Type="Italic">The Nazi and the Barber</Emphasis>: Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education

This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar Hilsenrath’s novel The Nazi and the Barber is discussed here as an example of literature that departs from representations of Holocaust as celebration of resilience and survival, portraying a world in which lies, hatred and violence are still perpetuated. Because of its transgressive qualities, Hilsenrath’s narrative of the Holocaust as a satire with elements of black comedy can offer pedagogical openings for using laughter to interrupt normative constructions of the Holocaust as an unspeakable and sacred event that lies outside history, and thus beyond the capacities of human understanding. It is argued that laughter is an important modality for inviting deep thinking about the Holocaust, to move it from a transcendent phenomenon to an immanent event, situated clearly in the realm of human action and worthy of understanding so as to prevent it from happening again.     

SIKHI(SM)

This essay examines recent memorial practices and projects among the global Sikh community. These memorials range in form and scale from purpose-built museum buildings to candlelight vigils. Their peculiar placement as repositories of Sikh memory is juxtaposed with the memorial role already implicit in the architectural, spatial, and theoretical program of gurdwaras. By examining recently constructed memorial projects in and outside of Punjab, this essay calls for critical questioning of what (and who) is on display in Sikh museums and exhibits. The essay is essentially a study of the dialogue that is created as a result of the spatialization of Sikh identity and thought through memorial projects: (How) can a Sikh museum or memorial be as much a statement of Sikh socio-political identity as a gurdwara?     

What Counts as Science? Families’ Perceptions of Science in a Natural History Museum

ABSTRACT

Natural history museums open their doors to millions of family visitors each year and are considered to have a valuable role to play in engaging these families with science. Yet little is known about whether or in what way families perceive such institutions to be connected with science. The current study set out to explore such perceptions via interviews with family visitors to a large natural history museum. Analyses reflected that families’ perceptions of the museum and of their own engagement with science were intertwined with their definitions and impressions of science. For these families, perceptions of the museum as fun, interesting, and educational at times counteracted impressions of it as a science-y institution. Moreover, some families also did not consider natural history to count as science, which further contributed to a reluctance to categorize the museum as science-y. Although such perceptions may challenge how natural history museums would like to portray themselves, they also represent an opportunity to broaden visitors’ definitions and images of science.     

Science Self-Efficacy and Lifelong Learning: Emerging Adults in Science Museums

Recent research suggests that emerging adulthood—the stage between adolescence and maturity marked by a lengthy process of identity development—constitutes a window of opportunity for museums to influence adults' lifelong science learning trajectories. The current study sought to explore the impact of a single museum visit on emerging adults' science self-efficacy, beliefs about their own abilities to learn or do science. A repeated measures design assessed the science self-efficacy of 244 emerging adults before, immediately after, and three months after a science museum visit. Results from surveys and interviews indicate that self-efficacy increased after the visit, but only females maintained their elevated self-efficacy three months after the visit. Increases were associated with the visit and with self-reports citing mastery at exhibits, vicariously watching others at exhibits, and positive emotional experiences within the museum. The article discusses the study's limitations as well as implications for research and museum practice.     

The Role of Emotions in a Model of Behavioral Intentions of Visitors to the Gaudí Historic House Museums in Barcelona,Spain

ABSTRACT

This study examined an integrated model of behavioral intentions toward historic house museums, through the simultaneous relationships among visitors' perceptions of the historic house museum, crowding, interactions with employees, emotions about their visit, intention to revisit the museum and recommend it to others, and the moderator effect of price fairness. Seven hundred thirty-six visitors were surveyed after visiting La Pedrera and Casa Batlló, the historic house museums of the architect Antoni Gaudí in Barcelona. The results from a structural equation model indicate that visitors' perception of the historic house museum (i.e., their appreciation of the houses' architecture, aesthetic quality, artistic work, and accessibility), visitors' positive interactions with employees, and low levels of crowding are antecedents of positive emotions, and visitors' positive emotions about their visit are a predictor of intentions to revisit and recommend the museum to others. In addition, price fairness was tested as a moderator effect using multigroup analysis. This analysis consists of comparing two subsamples of visitors, which were selected according to whether they believe the admission price is fair or unfair. The effect between perceptions of the historic house museum and positive emotions, and the effect of positive emotions on behavioral intentions is greater for visitors who found the price fair than for those who found the price unfair. The results lead to recommendations for cultural heritage managers.     

New Ways of Making Babies: The Case of Egg Donation (Book)

This research was undertaken to explore audience members learning ethics from two national museum exhibitions: The Return of Sherlock Holmes (RSH) and Human Body Exploration (HBE) in Taiwan. Based on literature review of ethics for museums, there are four dimensions related to exhibition ethics: environment, marketing, education, and services. Therefore, the purpose of this research was to examine the relationships within the dimensions of environment, marketing, education, and services of exhibition ethics and to understand the differences in exhibition ethics between RSH and HBE. The total number of valid questionnaires was 191 for RSH and 152 for HBE. The research method analysis of variance was applied to examine whether there were significant differences between individual's basic data and four different dimensions of exhibition ethics in museums.

As survey data revealed, exhibition ethics had significant relationships with four dimensions (serviceability, education, environment, and marketing) and significant differences to the demographic variable, such as age. We suggest that exhibition agents should emphasize exhibition contents more than relative commodities, thereby possibly attracting audiences to visit the museum exhibitions. In addition, the exhibitions that were related to sensible issues should be divided into different levels regulated in terms of audience age and the degree to which parents, teachers, or narrators at the museum could negatively influence a younger visitor's perception of an exhibition and thereby museums. Finally, during busy periods, the museums should control visitor numbers to maintain visiting quality. Therefore, the museums should be able to create added value to attract more audience members to visit the exhibition.     

Thoughts on representation in therapy of Holocaust survivors1

This paper presents the problems of representation and lack of representation in treating Holocaust survivors, through clinical vignettes and various theoreticians. The years of Nazi persecution and murder brought about a destruction of symbolization and turning inner and external reality into the Thing itself, the concrete, or, in Lacan’s words, ‘The Thing’. The paper presents two ideas related to praxis as well as theory in treating Holocaust survivors: the first is related to the therapist’s treatment of the Holocaust nightmare expressing the traumatic events just as they happened 63 years previously; the second deals with the attempt at subjectification, in contrast to the objectification forced by the Nazis on their victims.     

The museum can be visitor-centered: an intern’s reflection

Within a personal narrative reflection method and social constructivism theory, a former intern reflects on their time at The Ringling Museum in Sarasota Florida. The article focuses on the intern’s experience, which consisted of several roadblocks and high points. Much of these situations presented themselves within a context at odds with the intern’s former teaching experiences and learning experiences within his own graduate program. Being placed within the busy museum world proved to be effective only after the intern accepted a collaborative visitor-centered mindset, involving a focus on the visitor and their connection to the object, collaboration across the entire staff, a certain level of risk-taking, and evaluation. The intern urges museum educators and curators willing to accept the visitor-centered approach to collaborate together as they look for new ways for visitors to experience museums.     

The role of the natural history museum in promoting word learning for young children

Although strong claims have been made about museums being ideal word learning environments, these are yet to be empirically supported. In the current study, 152 four- to five-year-olds children (81-M, 71-F) from minority backgrounds were taught six vocabulary items either in a museum, in their classroom with museum resources, or in their classroom with classroom resources. At test, children taught in their classroom with museum resources produced significantly more correct responses than children taught in the museum or in their classroom with classroom resources. Children were also significantly better at retaining the target vocabulary items than recalling them. These data demonstrate how context can impact word learning and point to the benefits of a collaborative relationship between schools and museums to support children's language development.     

Reconsidering The Love of Art: Evaluating the Potential of Art Museum Outreach

ABSTRACT

Art museums have long been identified as bastions of social and cultural exclusion. This conclusion was best evidenced by the large-scale 1967 French study by Bourdieu and Darbel demonstrating the exclusionary nature of The Love of Art. However, in recent years there have been increasing efforts to reach out to a broader range of visitors beyond conventional audiences. The present study investigates the impacts of an outreach program at a U.K. art museum, which sought to engage socially excluded young mothers. This study uses ethnographic research methods on a longitudinal basis to develop qualitative insights about the program seeking to mitigate cultural exclusion. Although the study's findings uphold many longstanding critiques of art museums’ conventional approaches, the study also indicates that carefully designed outreach activities can overcome such limitations and enhance cultural engagement. Thus, art museums’ limited appeal is tied to problematic public engagement practices that can be changed.     

THE TURNING TO HISTORY OF VIENNESE JEWS

In the early years of its existence, for around ten years, the Viennese Jewish museum served the purpose of heightening the Jews’ opportunity for integration into the society at large. According to this view, the stated goal of the Jewish museum differed from the nationalist aim of non‐Jewish museums established in the nineteenth century. Although the Jewish museum undeniably enhanced the sense of solidarity among Viennese Jewry, its ultimate goal, rather, was to gain acceptance by the non‐Jewish society. However, this aim was soon to change, giving way to a strengthening of a particularistic Jewish identity. The Viennese Jewish museum also provides a telling example of the fictitiousness of historical narratives. It shows the high degree to which the past was employed in order to accomplish social goals. Against this background, the Jewish museum tells a great deal about the identity of the Jews who were affiliated to or felt sympathetic towards it. The history of the Viennese Jewish museum was thus the history of the social hopes and expectations of the acculturated part of Viennese Jewry.     

PROFESSIONALIZING SURVIVAL: THE POLITICS OF PUBLIC MEMORY AMONG HOLOCAUST SURVIVOR-EDUCATORS IN MONTREAL

The majority of Holocaust survivors never speak publicly about their experiences, but those who do tend to find themselves at the centre of commemorative work in their communities. As Holocaust scholars, Holocaust education institutions, and members of the general public become increasingly interested in how to ethically universalize the lessons of the Holocaust, the public Holocaust survivor's role has broadened. It is no longer enough to recount one's own experience; survivors are expected to speak to current human rights abuses and genocides.In Montreal, Canada, a city which once claimed the third largest survivor population in the world, public survivors do a great deal of work. They give testimony in schools and at commemorative events, organize book clubs, write plays, direct films, teach, act as museum docents, and assume roles as community spokespeople. Given their dedication to this work, and a push to get them to speak beyond their personal experiences, we argue that there is a major shift taking place: the act of giving public Holocaust testimony is being professionalized. This professionalization raises unique questions about how people who lived through the Holocaust conceptualize themselves and their identities as survivors. By treating testimony as professional work, survivors contemplate, on a daily basis and in an applied manner, their stances on big questions regarding hierarchies of suffering, comparability, the connection between the personal and the political, blame and forgiveness, as well as many other relevant themes that are central to Holocaust and memory scholarship. All of this plays out in their testimonies.     

“Dad look,she's sleeping”: Parent–Child Conversations about Human Remains

ABSTRACT

Research on parent–child learning in museums has shown that parents often use conversation to facilitate their children's exploration of exhibits. This observational study investigated whether the patterns of talk found in science and history exhibits are used during parent–child conversations about challenging content such as death and dying and forensics. This research was conducted at a traveling exhibit, Mysterious Bog People, which was on display at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania. Thirty-four families were observed as they interacted with and explored the exhibit. Parent comfort with the content of the exhibit was found to have an impact on the conversations they had with their children and their enjoyment of the exhibit overall. Implications for museum mediation are discussed.     

The Influence of Background Music on the Visitor Museum Experience: A Case Study of the Laiho Memorial Museum,Taiwan

ABSTRACT

The uses and functions of music within the museum environment are of both practical and theoretical interest. This article investigates the impact of background music on the museum visitor experience using information collected from 20 in-depth interviews with visitors to the Laiho Memorial Museum in Taiwan. Each participant heard either a piece of light music or a historical recording of a 1930s song while visiting Laiho's personal study exhibited in the museum. These two types of background music have comparable information loads, although they fit the exhibit to different degrees. Qualitative analysis of interview data indicates that background music played in museums has both emotional and cognitive influences on the visitor experience. This study showed that light music evoked warm and relaxed feelings in participants, whereas a 1930s song evoked feelings of nostalgia and curiosity to learn more about the song. The results are discussed in terms of the diverse needs, behaviors, and attitudes of museum visitors.     

Hands-On,Shoes-Off: Multisensory Tools Enhance Family Engagement Within an Art Museum

Families with young children typically struggle to engage with traditional art museum environments. This research examined the impact of multisensory tools on family engagement within Mathaf: Arab Museum of Modern Art, Qatar. Sixty families with at least one child aged 0–11 were observed during two tasks. One task required participants to look at a series of paintings to select their favorite. In another task, families were given a toolkit of multisensory items to facilitate interaction with a painting. A semi-structured observational method produced quantitative and qualitative data about participant engagement and intergenerational interaction. Self-rating scores of task enjoyment were also collected. Results indicate that multisensory tools enhance family engagement with museums, artworks, and each other. Results also suggest that word-based interpretation was not necessary. We consider the potential implications of these findings in relation to family programming within art museums and museums more generally.