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Collaborative Approaches in Museums Considering the Social Actors: School Teachers, Children, and Museum Educators
Abstract
In this chapter, we explore the roles of teachers, children, and museum educators in educational spaces through the lens of teacher training. This study examines the intersections of education, public history, and museums, inspired by Paulo Freire and bell hooks. The focus is on fostering collaboration, engagement, and participation by applying public history concepts during teacher training, considering various social actors involved in museum visits. We argue that dialogical education emphasizes mutual learning and co-construction of knowledge. Collaboration is crucial in linking public history to museum practices, creating a collaborative education. Effective teacher training should incorporate diverse knowledge forms and respect teachers' identities and professional experiences. Freire's dialogical education principles create interactive museum experiences resonating with children's curiosity, teachers' expertise, and museum educators' engagement. Collaboration and dialogue are key to enhancing educational experiences through teacher training.
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