Anna Stengel Dissertation

Anna Stengel Dissertation-18
I conceptualized the research topic, developed the research design, and conducted the research with guidance from my research committee—Dr. Ann Brusky, Amy Horst, Stacey Garcia, and Emily Hope Dobkin contributed to the content of this dissertation through research conversations.I was responsible for the analysis and writing of this dissertation, completed with the guidance of my research supervisor, Dr. This study required and received approval from the UBC Behavioural Research Ethics Board and was conducted under certificate number H14-00488. I completed the research for and all of the writing of this chapter.

I conceptualized the research topic, developed the research design, and conducted the research with guidance from my research committee—Dr. Ann Brusky, Amy Horst, Stacey Garcia, and Emily Hope Dobkin contributed to the content of this dissertation through research conversations.I was responsible for the analysis and writing of this dissertation, completed with the guidance of my research supervisor, Dr. This study required and received approval from the UBC Behavioural Research Ethics Board and was conducted under certificate number H14-00488. I completed the research for and all of the writing of this chapter.

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....74Chapter 3: What Questions and Commitments Did I Bring to the Data?

.............................763.1 How Do I Understand the Relationship between Participatory Art Museum Practices and Museum Educational Transfer Models?

...............................................101.4 Where I Focus and Why ...................................................................................................151.5 Overview of Chapters .......................................................................................................20Chapter 2: A Responsive Research Methodology.....................................................................212.1 Designing Responsive Research.......................................................................................212.1.1 How does my research methodology draw on, parallel, and inform participatory art museum practices and socially engaged art practices?

.........................312.2.1.4 Museum sites not included .................................................................................322.2.2 Research conversations..............................................................................................332.2.3 Walking research .......................................................................................................352.2.3.1 Walking as place-making ...................................................................................352.2.3.2 Walking as a relational practice..........................................................................462.2.4 Mapping.....................................................................................................................542.2.5 Response data ............................................................................................................612.2.6 Documents .................................................................................................................632.3 Data Analysis alongside Data Production ........................................................................632.3.1 Analyzing data from walking conversations .............................................................642.3.2 Research conversation transcription ..........................................................................652.3.3 Data analysis during transcription .............................................................................672.3.4 Subsequent rounds of data analysis and production ..................................................692.3.5 What questions did I ask of the data and what questions did the data ask of me?

” I engaged the guiding questions through a feminist research methodology that is informed by post-qualitative and arts-based methodologies and methods.

This methodology was developed as I responded to research questions and data in production, and as I thought closely with scholars and their writings, especially Elizabeth Ellsworth’s (2005) Places of Learning: Media, Architecture, Pedagogy.Two questions guide the study: “What are responsive participatory art museum practices and what could they be?” and “In what ways can education, learning, and pedagogy be understood in the context of responsive participatory art museum practices?TOWARD RESPONSIVE PARTICIPATORY ART MUSEUM PRACTICESby Elizabeth (Elsa) Lenz Kothe B. A., The University of Arizona, 2005A THESIS SUBMITTED IN PARTIAL FULFILLMENT OFTHE REQUIREMENTS FOR THE DEGREE OFDOCTOR OF PHILOSOPHYin THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES(Curriculum Studies)THE UNIVERSITY OF BRITISH COLUMBIA(Vancouver)April 2019© Elizabeth (Elsa) Lenz Kothe, 2019ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Toward Responsive Participatory Art Museum Practicessubmitted by Elizabeth (Elsa) Lenz Kothe in partial fulfillment of the requirements forthe degree of Ph. Dónal O’Donoghue, Curriculum & Pedagogy Supervisor Dr.Rita Irwin, Curriculum & Pedagogy Supervisory Committee Member Dr...................................923.4.1 The potential community...........................................................................................923.4.2 Naming community ...................................................................................................933.4.3 Communities of care and the dark side of community ..............................................943.4.4 Thinking the potential community as responsibility to others...................................96Chapter 4: Education as Creating the Conditions....................................................................994.1 Creating Educational Conditions......................................................................................994.1.1 Creating the conditions as a good-enough holding environment ............................1064.2 Daily Practices ................................................................................................................1074.2.1 Identifying, supporting, and practicing qualities of responsiveness........................1074.2.1.1 Diversity ...........................................................................................................1084.2.1.2 Relevancy .........................................................................................................111ix4.2.1.3 Embracing the unknown and discomfort ..........................................................1154.2.1.4 Permission and risk...........................................................................................1164.2.1.5 Responsibility ...................................................................................................1194.2.2 Asking questions......................................................................................................1214.2.2.1 Questions as mission-driven and driving the mission ......................................1224.2.2.2 How questions guide decision making .............................................................1264.2.2.3 Questions as daily, mission-guided practice that replaces models ...................1274.2.3 Shared language.......................................................................................................1284.2.3.1 Internally shared language................................................................................1294.2.3.2 Externally shared language...............................................................................1324.2.4 Decision making based on mission and goals .........................................................1354.2.4.1 Operationalizing goals: entry points, platforms, and “architecture of participation” ...................................................................................................................1364.2.4.2 Entry points as a public curriculum ..................................................................1394.2.4.3 Flexible and responsive program models: “not cookie cutter”.........................1454.3 Determining and Supporting Collaborators’ Needs .......................................................1474.4 Working Within Institutional Capacity ..........................................................................1504.4.1 Determining staff roles ............................................................................................1524.5 Identifying and Activating Spaces..................................................................................1534.5.1 Beyond museum walls .............................................................................................1534.5.2 Dynamics of particular spaces .................................................................................1544.5.3 Dialogue and space ..................................................................................................1624.6 Identifying Snags ............................................................................................................166x4.6.1 Education as always about schools and certain types of programs .........................1664.6.2 Community-based practices as marketing ...............................................................1674.6.3 Reciprocal relationships or transactions for organizational gain?...........................169Chapter 5: Mutually Transforming .........................................................................................1735.1 External and Internal Processes Mirroring Each Other ..................................................1735.1.1 Staff relationships ....................................................................................................1765.1.2 Taking a collaborative stance ..................................................................................1765.1.3 Changing staff and staff roles ..................................................................................1805.1.3.1 With, not for......................................................................................................1815.1.3.2 Breaking down departmental silos....................................................................1825.1.3.3 Considering who is “at the table” .....................................................................1835.1.3.4 Staff belief in mission.......................................................................................1845.2 Time................................................................................................................................1845.2.1 “Infinite modal oscillations”....................................................................................1855.2.1.1 Taking time to build capacity ...........................................................................1875.2.1.2 Momentary time that is uncertain, undetermined, and flexible ........................1895.2.2 Time as relational ....................................................................................................1925.2.2.1 Ongoing relationships.......................................................................................1925.2.2.2 Networks of relationships beyond physical museum borders and staff ...........1935.2.2.3 Qualities of responsiveness that support ongoing relationships .......................1955.3 Mission-Guided Changes................................................................................................1985.3.1 The role of strategic planning in mutual transformation .........................................199xi5.3.1.1 Ongoing, mission-based practices that support mutual transformation............2025.3.2 Evaluation and assessment ......................................................................................208Chapter 6: Concluding Thoughts .............................................................................................2136.1 What are Responsive Participatory Art Museum Practices?The conceptualization and writing of the second article was completed in collaboration with co-author Marie-France Berard based on our individually conducted Table of Contents Abstract ........................................................................................................................................Lay Summary...............................................................................................................................Preface.............................................................................................................................................v Table of Contents .........................................................................................................................List of Figures .............................................................................................................................List of Abbreviations .................................................................................................................Acknowledgements ...................................................................................................................Dedication ....................................................................................................................................Chapter 1: Introduction ................................................................................................................11.1 Research Questions, Goals, and Methodology ...................................................................11.2 What are Responsive Participatory Art Museum Practices?..............................................51.3 How Did I Arrive at this Topic and Why Does It Matter?.............................................................863.3.1 Education as responsive, relational, and potential.....................................................863.3.2 Education as creating the conditions for learning......................................................883.3.3 How is knowledge addressed in thinking about education in responsive participatory art museum practices?............................................................................................................903.4 What Understandings of Community Are Utilized in This Study?

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