The concept of social inclusion in art museums in Chile: perceptions of educators, curators and directors The Concept of Social Inclusion in Art Museums in Chile: Perceptions of Educators, Curators, and Directors
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Date
2024
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Abstract
Inclusion understood as a process and purpose must receive special attention from museums and their educational practices in order to attract and support more diverse audiences. The aim of this study is to unveil and describe how social inclusion is conceived and implemented in nine art museums in Chile, through interviews with their education, curatorial and management professionals, and to generate a reflection based on the data collected. The research employs a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to gather information were semi-structured interviews and the study participants are 14 educators, five curators, three directors and one curator director. Through coding and data comparison, eight categories were identified in relation to the concept of inclusion: accessibility, diversity, safety relevance, communication awareness, political awareness, relevant skills, non-traditional educational practices and museum work structure. The results show the adaptation of the categories to the practices and functioning of museums with regard to the effective achievement of social inclusion.
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Non-formal education, social inclusion, art museums, Grounded Theory