[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588392-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588392-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","contemporary-adult-education-philosophies-and-practices-in-art-galleries-and-museums-in-canada-and-the-uk","Contemporary Adult Education Philosophies and Practices in Art Galleries and Museums in Canada and the UK","","Public art galleries and museums are mandated to become more relevant and useful to the lived experiences of the communities they claim to serve, yet their adult education role remains underexamined. A cross-national comparative study using interviews, focus groups, and observations explored adult educators’ perspectives and activities across Canada, England, and Scotland. Results reveal inconsistencies in understandings of education and learning, weak links between internal and external work, and limited institutional support. Socially responsive practices addressing racial and religious intolerance and engaging power and identity show valuable contributions to social justice and change.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/contemporary-adult-education-philosophies-and-practices-in-art-galleries-and-museums-in-canada-and-the-uk/588392/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/contemporary-adult-education-philosophies-and-practices-in-art-galleries-and-museums-in-canada-and-the-uk/588392.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address about adult education in museums and galleries?","Question",{"text":63,"@type":64},"Public art galleries and museums are expected to be more relevant, but their adult education work is historically uneasy and rarely examined in adult education literature. The study targets this knowledge gap by comparing educators’ perspectives and activities across regions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the cross-national comparative study conducted?",{"text":68,"@type":64},"The study used individual interviews, focus groups, and observations to explore adult education perspectives and activities of adult educators in art galleries and museums in Canada, England, and Scotland.",{"name":70,"@type":61,"acceptedAnswer":71},"What key findings emerged regarding education and learning practices?",{"text":72,"@type":64},"Findings show inconsistencies in how education and learning are understood, disconnections between internal and external activities, and a lack of institutional support. 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Adult education has long been part of the work of these institutions, although historically the relationship has been uneasy, and they seldom feature in the adult education literature. To fill this knowledge gap, we developed a crossnational comparative study that employed individual interviews, focus groups and observations to explore the adult education perspectives and activities of adult educators in art galleries and museums in Canada, England and Scotland. Findings show inconsistencies in understandings around education and learning, disconnections between internal and external activities and lack of institutional support. However, a plethora of socially responsive activities to tackle racial and religious intolerance, or explore power and identity, illustrate that despite tradition and other constraints, these adult educators are making valuable contributions to social justice and change.  \nIntroduction  \nPublic art galleries and museums are ubiquitous features of the cultural landscape in Europe, North America and much of the world (Alexander and Alexander, 2008). Conceived in elitist provenance, they have been charged with everything from social exclusion to sanitising history, from legitimising what counts as knowledge and has cultural and aesthetic value to reinforcing existing power structures (e.g. Janes, 2009; Hooper-Greenhill, 2001; Mayo, 2012; O’Neill, 2011). Yet there are scholars and practitioners who argue that a paradigmatic change is afoot. These institutions are now mandated to become more relevant to the experiences of the communities they serve and to play a more active educational role in addressing our social and environmental problems  \n(Janes, 2009, p.166; see also Taylor & Parrish, 2010) .  \nAdult education has been part of the mandate of public art galleries and museums since their inception, although the relationship has been uneasy and the practice ill-defined (e.g. Burnham & Kai-Kee, 2011). Equally problematic, the importance of art galleries and museums to adult education is rarely considered (Mayo, 2012) . But Taylor and Parrish (2010, p.5) remind us that these institutions are ‘complex sites of adult learning and teaching’ with tremendous and often untapped potential to promote community engagement and social change.  \nThis paper will discuss findings from a cross-national comparative study of adult education perspectives and practices in museums and galleries in Canada, England and Scotland. Our study identifies major differences in how gallery and museum education is perceived, as well as a general sense of marginalisation from the wider institution. It also uncovers a plethora of critical aesthetic educational responses to pressing social problems and several interesting approaches to critical social engagement.  \nLiterature Review  \nSome of today’s most pressing social issues include racism, homophobia and other social and religious intolerances. Recent decades have seen increases in socio-economic inequality, environmental deterioration, violence and social isolation. The primary aim of adult education is to provide opportunities to acquire the skills and knowledge to navigate effectively and purposefully in the world (English & Mayo, 2012). Wilson (2010, p.4) refers to this as gaining knowledge power, or the capacity to think critically and ‘tackle the most difficult problems.’ Public arts and cultural institutions are increasingly under pressure both from governments and internally to rekindle their social mission as a way of remaining relevant and economically viable (O’Neill, 2011) . These aesthetic sites now utilise their resourc","cbCaii5VphgPXLMp","https://ap.wps.com/l/cbCaii5VphgPXLMp","pdf",108146,15,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What problem does the study address about adult education in museums and galleries?\",\"answer\":\"Public art galleries and museums are expected to be more relevant, but their adult education work is historically uneasy and rarely examined in adult education literature. The study targets this knowledge gap by comparing educators’ perspectives and activities across regions.\"},{\"question\":\"How was the cross-national comparative study conducted?\",\"answer\":\"The study used individual interviews, focus groups, and observations to explore adult education perspectives and activities of adult educators in art galleries and museums in Canada, England, and Scotland.\"},{\"question\":\"What key findings emerged regarding education and learning practices?\",\"answer\":\"Findings show inconsistencies in how education and learning are understood, disconnections between internal and external activities, and a lack of institutional support. At the same time, many socially responsive activities address intolerance and explore power and identity, supporting social justice and change.\"}]","Contemporary Adult Education Philosophies and Practices in Art Galleries and Museums in Canada and the UK | PDF",1792065151,38]