Social Inclusion through Museum Education Since 2020: A Phenomenological Sustainability Study

Abstract

In 2020, museums across the United States issued statements publicly affirming a connection between public history and oppression of marginalized communities. Since then, critical discussions have increased about the ability of museums to grapple with their colonial and racist legacies and chart new pathways towards more inclusive futures. Museum educators are often at the forefront of their institution’s efforts to foster more inclusive and welcoming experiences. This hermeneutic phenomenological study explored the experiences of museum educators seeking to foster social inclusion since 2020 and how those experiences impacted their willingness to continue pursuing social justice through their professional capacities. This study was situated within government-operated museums in the United States that issued statements following the murder of George Floyd and Black Lives Matter protests in 2020. Through semi-structured interviews with five educators, seven themes emerged about educators pursuing their work collectively to advance socially inclusive practices while navigating gaps in institutional resources, significant political or governmental influence, and real concerns about the sustainability of their efforts. This study discovered tangible shifts in practice towards decentralization of museum authority made through educational programming. These results were examined through the lens of Culturally Sustaining Pedagogy, revealing aspects of museum education practice that both advance and hinder cultural and societal pluralism. This study concludes that important shifts in history museum educational practice have moved towards authentic social inclusion. However, major questions remain about how educators will navigate both organizational and political constraints as well as their own health and professional needs.