(26)--博物馆学概论Toward a Pedagogy of Feeli.pdfVIP

16 Toward a Pedagogy of feeling Understanding How Museums Create a Space for Cross‐ Cultural encounters Andrea Witcomb If much of the new museology that developed in the 1990s could be described as informed by a politics of identity which stressed the importance of developing museological practices and their theorization in ways that were attentive to issues of representation and access (Lumley 1988; Vergo 1989; Karp and Lavine 1991; Ames 1992; Karp, Kreamer, and Lavine 1992), the development of what Sharon Macdonald (2006) calls the “second wave” of museum studies in the 2000s moved toward including another set of concerns.1 As well as valuing a connection with the world of practice, these concerns had to do with allowing a space for the analy- sis of the poetics as well as the politics of museum work. A considerable propor- tion of our critical gaze on museum practices has become focused on the ways in which exhibitions are increasingly concerned with reinventing the relationship between visitors and the subjects of the narratives the museum is representing rather than with continuing to identify the ways in which they replay hegemonic discourses and representations. Much of this reflects a revisionist agenda on the part of museums themselves, aimed at producing a museological practice that intervenes in current social and political debates in ways that go beyond a simplis- tic celebration and reinforcement of existing identities. In the process, traditional power relations between subject and object are being questioned. Much of this practice and its accompanying discussion, occur around museums of anthro- pology as they seek to engage with and overcome the legacy of colonialism (Clifford 1997; Kreps 2003; Pee