ABSTRACT

Building anti-ableist museum education practices into our toolboxes of educational skills is an important way to ensure that museum educators are dismantling the ableism at work in museum interpretation. This paper offers practical strategies for building anti-ableist museum education practices, which we model using one artwork, Enrique Martínez Celaya’s sculpture The Gambler. These strategies include self-reflective practices for educators and facilitation strategies for use with program participants. We suggest these practices in a series of concrete activities based on self-reflection, dialogue and group experimentation with multiple points of view. These activities serve as tools to consider multiple points of view from disabled people and strategies for developing understandings of disability that counter ableist assumptions about disabled people’s happiness, personal fulfillment, and quality of life – conversations that invariably arise when discussing the artistic representations of disabled people in museum collections.

摘要

将反能力主义的博物馆教育实践纳入我们的教育技能工具箱是确保博物馆教育工作者在博物馆解释工作中消除能力主义的重要方法。本文提供了建立抗能力主义博物馆教育实践的实用策略，我们使用一件艺术品进行建模，Enrique Martínez Celaya 的雕塑The Gambler. 这些策略包括教育者的自我反思实践和与项目参与者一起使用的促进策略。我们在一系列基于自我反省、对话和多角度小组实验的具体活动中建议这些实践。这些活动作为工具来考虑来自残疾人的多种观点，以及发展对残疾的理解的策略，以对抗关于残疾人幸福、个人成就和生活质量的能力主义假设——在讨论残疾人的艺术表现时总是会出现对话在博物馆藏品中。