ABSTRACT

This article introduces neurodivergent museum educators and their neurotypical allies to ways we can build supportive, inclusive environments, develop interpersonal engagement skill sets, and deconstruct ableist notions of learning by imagining museum education experiences centered on the concept of attentive facilitation. In this approach, we infuse the practice of compassionate facilitation with attentiveness – the ability to “allow” what arises in the experience to be expressed. Attentive facilitation is constructed through the values of social interaction, allowing for authenticity and building capacity for interaction. Attentive facilitation has positive impacts on all involved: museum learners can connect more deeply not just to learning itself but with facilitators; neurodivergent museum educators can build soft skills that can carry over into internal staff interactions and personal life, and neurotypical museum educators can deepen their understanding of and support for neurodivergent staff and museum visitors. This set of values prioritizes neurodivergent museum educators through the cultivation of staff experiences. This article shares the roots of our initial conceptualization of attentive facilitation, to be expanded on in the future as we continue to develop, transform, and reassemble our knowledge of our museum education in practice.

摘要

本文介绍了具有神经差异的博物馆教育者及其神经典型盟友，我们可以通过想象以专注促进概念为中心的博物馆教育体验，来构建支持性、包容性环境、发展人际交往技能组合以及解构学习的能力主义概念。. 在这种方法中，我们在慈悲引导的实践中注入专注——“允许”体验中出现的东西被表达的能力。专注促进是通过社会互动的价值观构建的，允许真实性和建立互动能力。细心的引导对所有参与者都有积极的影响：博物馆学习者不仅可以更深入地与学习本身联系，还可以与引导者建立联系；神经发散型博物馆教育工作者可以培养能够延续到内部员工互动和个人生活中的软技能，而神经发散型博物馆教育工作者可以加深他们对神经发散型员工和博物馆参观者的理解和支持。这套价值观通过培养员工经验优先考虑神经发散的博物馆教育工作者。