“my museum is your museum” exploring museums with pwid

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“My museum is your museum” Exploring museums with PWID. Mireille Defreyne Coördinator Research Group “Culture at school”. VIVES, Belgium. Day 1. - PowerPoint PPT Presentation



My museum is your museum Exploring museums with PWIDMireille DefreyneCordinator Research Group Culture at school.VIVES, BelgiumIm from Belgium, Brussels has not always a good name in Europe.Maybe you know Bruges many tourists come from all over the world to see the medieval city.But maybe we are known the most of all for our chocolate and our French fries, well in fact Belgian fries

If you compare the prestige of Bruges and its medieval building, its UNESCO world heritage), streets, market places with the rather poor looking caravans and huts where fries are sold (and this is now also recognized as immaterial heritage in Belgium.

That shows that there are big changes of mentality in the world of heritage, heritage museums, heritage institutions, etc. Some decades ago it would never have been possible that the French fries culture of Belgium would have been recognized as National Heritage.

And this is true, I think, also for the collection of this museum of Stalowa Wola. Before only museums that conserved artworks from international recognized artists, museum for history and fine arts, were taken seriously, now other forms and heritage and arts are subsidized.

These changes are not only noticeable in the way we think about heritage, what we define as heritage BUT also in the way we think heritage institutions like museums should present their collection to the public. Until recently museums did not really consider the visitor. Their importance lay in the conservation and presentation of the collection.

But the last decade museums began to think about their public. How to get in interaction with the public. And of course, doing so, they could see that th public did not exist. There is an immense diversity of possible visitors. And I say possible visitors, because I think that many groups of people didnt feel the need to visit Museums of Fine Arts and History): I mean children, less educated people and PWID.

And therefore I congratulate this museum of Stalowa Wola for its innovative way of thinking towards the choice of collections that they want to present, but also their efforts to join different groups of people that were before less welcome in heritage institutions in general.

So, I began presenting myself, saying that I am from Belgium. Well, to explain a bit what I do there back in Belgium. I was first a teacher in primary school as a teacher for children of 11 and 12 years old. I did this for about 12 years. Then I went back to University to study Roman Languages and Literature. With this diploma I could work in a College University for Teacher training for primary school but also for teachers in education of PWID.

And very soon, God works in a strange way, I became coordinator of an expertise center for heritage education within this Institution. I have three kinds of goals to purchase:1, Doing research in the field of heritage education (practical research and not fundamental research): research obligation2, Looking for external partners: museums, city councils, heritage institutions, to collaborate on projects: social service obligation of our university college3, Implementing the new expertise in the curricula: educational obligation, educating future teachers

So we have some experience in developing innovative methodologies for heritage education in general and museum visits in a specific way for children, youngsters and PWID. Id like to share that experience with you and I hope that is can be inspiring for education in your museums as well.1



410.00-11.30: How to understand intellectual disability? Classification/(Young) children an youngsters with an intellectual disability./How do we think about PWID?/Children and youngsters with a mild and moderate retardation: cognitive development, language development, motoric development, social and emotional development.//Pedagogical and educational consequences/The concept of Access and application on people with intellectual disability. /

Day 1What will we do during the two days here together?

During the first day we will talk about what it means if we talk about PWID. How do we think about PWID, in what way are they disable, what are the pedagogical and educational consequences. We will also talk about the concept of Access and its application on PWID. I think that tomorrow someone will come to talk about this concept of access from his own experience.

We will also talk about education in general, how changes in the way of thinking about education opens possibilities for differentiation starting from the same content. We will not adapt (or just a little) the content itself, but we will look for another organization, another design, other methods that make the content accessible for different sorts of groups. It is impossible to know every single persons interests, needs, abilities in order to tune the museum for every individual visitor. We can not adapt the collection in order to meet the needs and wishes of every individual. But if our objective is to make everyone feel welcome in the museum, how can we achieve this?

In the afternoon I will present then a methodology as a base to develop activities for different sorts of groups in a way that the visitor can fill in starting from their own frame of references, experiences, abilities, with subsequently an interactive example. We will in the last session today develop two activities for PWID that come tomorrow to visit the museum. And we can try them out.

In a second session we will discover the museum in order to collect content to develop activities using methods to facilitate divergent thinking and to discover thing and possibilities that you otherwise may not see. Edyta will also show us the technique of dying clothes to use in the activity.

In a last session we will in groups develop activities for the museum: an activity aimed at impression and processing and another activity aimed at expression of the visitor.

The second day:We will welcome 7 visitors in the museum. We will let them explore the museum and themselves with the activities that we developed and in a second session we will guide the activity where the visitor can express himself from what he/she has experienced in the museum.

5What defines ID for you? Give a number from 1 4 following what you think is what best defines ID.

-People that have a cognitive dysfunction-People that cannot (fully) perform the tasks of everyday life People that cannot satisfy the needs that the society expects from a person PWID is a term that should not exist. It is discriminatory. In order to concede to a wide diversity of people the society should aim for more inclusion.

Discuss the results in the group.

How we think about ID has an influence on how we talk to PWID, how we organise visits, how we design the museum, It is important to have insight in how you think of PWID.

Before starting the session about PWID, Id like you to answer following questions.

Well leave the questions and we will now look at how people with an intellectual disability were looked at through history.

6How do we think about intellectual disability?Short historical overviewnames reflect attitude1850: nave optimism1900: incurable disease>1950: community-based rehabilitation and deinstitutionalization

How do you think about ID?

During different times in history people have thought differently about PWID. In many ways it are the names that we give to people with intellectual disability that reflect how people thought about PWID: it is culturally and historically determined.

During Greek-Roman times they were called monsters. It comes from the latin word monnere that means warning. It is a warning of the gods for people that did wrong, a kind of punishment and example for others. It is also in that period of times that the word idiot has its origin.

During Middle Ages the word Idiot was largely used. Also the word cretin meaning awful, disastrous creature was used. They brought these children to the nuns, because they were thought to have been changed by the devil when the mother was not paying attention. Another word used was imbecile.

In the 19th century (consequent of the enlightment age) they were called feeble-minded. There was a certain pedagogical optimism that with good education these people could be educated. There was a categorization idiot was a severe form, feeble-minded was a milder form.

In the beginnings of the 19th century it is called more and more a handicap, a mental handicap, like there are also a visual handicap, a physical handicap, So it is an incurable disease.

From the middle of the 20th century people that are retarded, that have a mental impairment looking for euphemisms. And actually many people dont want to give them names at all, saying that we live in a diverse world and that every individual must be looked at as a different person.

Where we until recently have built different institutions for elderly people, disabled people, now there is a new tendency towards social rehabilitation and inclusion.

As a conclusion we can say that giving a name, categorizes people and in this case starting from a negative characteristic. This name determines how we look at the person, it influences our perception.

Lets go back to our questions and answers.

7What defines ID for you? Give a number from 1 4 following what you think is what best defines ID.

-People that have a cognitive dysfunction-People that cannot (fully) perform the tasks of everyday life People that cannot satisfy the needs that the society expects from a person PWID is a term that should not exist. It is discriminatory. In


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