民族学博物馆的教学空间（英文）.pdf

WILLIAM GAUDELLI 10. AN ETHNOLOGY MUSEUM AS PEDAGOGICAL SPACE INTRODUCTION This chapter offers a reading of the American Museum of Natural History (AMNH) in New York City as a pedagogical space.* This reading and related pedagogy are considered at two levels. First, the chapter describes how groups of prospective teachers in a world history course in a teacher education program engaged a reading of the museum about its pedagogical stance in conjunction with various postcolonial texts (e.g., Said, 1979; Willinsky, 1998). The second form of reading pertains to my reading of students’ understanding of the museum. How did they come to see the museum as a pedagogical space, one oriented towards educating visitors in particular ways? The description of what is being read, both the students’ engagement in the museum and their reading of it, provide ground for understanding the AMNH as a pedagogical space. Similarly, pedagogy plays a double role: first, the pedagogical stance of the museum as educator of its visitors—that is, how the AMNH positions its visitors to know—is explored by the prospective teachers reading the museum’s pedagogical address (Ellsworth, 2008) and, second, the nature of asking students