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Sarah Williamson currently works at the School of Education and Professional Development, University of Huddersfield. Sarah researches the value and transformative impact of the arts in professional education, and she has published and presented in the field of arts, society and education. She is an invited member of an international research team funded by 2 Canadian SSHRC grants to investigate and develop pedagogic and research practices in galleries and museums. In 2018, Sarah was one of 6 lecturers shortlisted from UK universities for the Times Higher Education 'Most Innovative Teacher' award.
This article outlines the central components, foundations and key activities of the Feminist Museum Hack, an investigative, pedagogical, analytical and interventionist tool we have designed to explore patriarchal assumptions behind the language, images and stragecrafting (positioning, lighting) of museums and art galleries. We also share findings f...
This case study describes playful object-oriented pedagogy in professional teacher education. Using a Cabinet of Curiosities theme, the ‘wunderkammer’ or ‘wonder rooms’ of the sixteenth and seventeenth centuries inspired a lesson staged as a wonder room to inspire a creative approach to teacher resource development. Trainee teachers playfully explo...
As pedagogical spaces, museums use representations “to shape and mobilise understandings of what the world is, or should be” (Hall, 2013, p. 127). Carson et al (2001, p. 1) call representations “the ‘seen’, considered evidence, truth…as sight establishes a particular relation to the reality within the context it is considered.” Therefore, what we s...
This symposium features contemporary feminist pedagogical and research practices designed for art galleries and museums by four feminist adult educators. Our work responds to the question: What do art galleries and museums show and tell us about women and gender identity and how does it matter? Specifically, we illustrate variations of the Feminist...
This paper shares our findings from a study of the Museum Hack, a new methodical, analytical, pedagogical and interventionist strategy we have designed to uncover and disrupt unseen meanings in museums and art galleries that uphold and mobilise problematic understandings of our world and ourselves.
This paper describes a small-scale qualitative research study exploring the use of the arts, particularly photography, and its potential to develop greater awareness of the world and current affairs in adults preparing to work as educators in the lifelong learning sector. The research is part of a wider study into the use of the arts in professiona...
This chapter outlines a programme of ‘pop-up art schools’, community-based activities which aim to encourage members of the public to engage with art and express their creativity in a relaxed and informal manner. The pop-up schools are described in the context of Bakhtin’s ‘Carnivalesque’, a concept based on medieval carnivals where unpredicatabili...
Practical teaching Pages: 127-154 Host publication information Title of host publication: Teaching in lifelong learning : A guide to theory and practice Publisher: Open University Press Editors: Avis, J., Fisher, R., Thompson, R. Edition: 2nd ISBN (Print): 9780335263325 ISBN (Electronic): 9780335263332 URLs: http://www.mheducation.co.uk/9780335263332-emea-teaching-in-lifelong-learning (Link to publisher's website)
This mainly visual essay attempts to give a glimpse of the potential reflective book-making has as note-taking through showcasing a variety of the artefacts produced during a number of Writing in Creative Practice workshops. It is interspersed with some of the quotations we use to put this activity into a larger context of making, thinking and refl...