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The work examines a community-building effort between University of Richmond students and local Latino and Hispanic communities via museum collection-based collaborations with Spanish classes. Museum-led Spanish tours and community-based learning support social awareness and empathetic inclusion, framed through ACTFL’s Five C’s. The paper outlines objectives and implications for students and draws on museum studies, language teaching, and critical pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/making-visible-the-invisible-social-justice-and-inclusion-through-the-collaboration-of-museums-and-spanish-community-based-learning-projects/600914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/making-visible-the-invisible-social-justice-and-inclusion-through-the-collaboration-of-museums-and-spanish-community-based-learning-projects/600914.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core initiative described in the paper?","Question",{"text":112,"@type":113},"The paper focuses on Spanish community-based learning collaborations with museums (Spanish Community-Based Learning and Museums-SCBLM) that connect University of Richmond students with local Latino and Hispanic communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the museum collaboration support language learning goals?",{"text":117,"@type":113},"The museum serves as a communal learning resource that embodies ACTFL’s Five C’s (communication, cultures, connections, comparisons, and communities) through experiential Spanish museum tours.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning mechanisms does the paper emphasize?",{"text":121,"@type":113},"It emphasizes situated cognition and embodiment, arguing that students develop cultural awareness and learn through critically engaging content in Spanish via interaction with diverse communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600914,1792119007,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Making Visible the Invisible: Social Justice and Inclusion through the Collaboration of Museumsand Spanish Community-Based Learning Projects  \nKarina Elizabeth Vázquez  \nUniversity of Richmond  \nMartha Wright  \nUniversity of Richmond  \nAbstract  \nConcerns about inclusion and social responsibility as conduit for social justice on university campuses offer a platform for interdisciplinary initiatives. Here we focus on one such initiative, which seeks to build community between University of Richmond students and local Latino and Hispanic populations using the University of Richmond Museum collection. Collaborations between museums and Spanish classes, including a community-based learning component (Spanish Community-Based Learning and Museums-SCBLM), provide outreach to the local community and might prompt dialogues about extant social injustices (however overt or subliminal). In these experiential learning projects, the museum serves as a communal resource to embody ACTFL’s Five C’s of language teaching (communication, cultures, connections, comparisons, communities). The SCBLM engagements, typically Spanish museum tours, encourage social awareness, connections, and social justice by way of empathetic inclusion. This paper explains the vision (objectives) of this practice (community-based learning) and the outcomes (implications) with university students; for support, we use research from museum studies, language teaching, and critical pedagogy. As a new endeavor in academic and museum scholarship, this paper provides a model for interdisciplinary teaching and research. Finally, we state the necessity for student-community inclusive projects within universities, as they allow for a more socially aware, empathetic, and connected community.  \nKey words: experiential learning, museum pedagogy, Spanish teaching, situated cognition, embodied knowledge  \nBackground  \nIn recent years, universities have sought to reinforce the connections between learning and civic engagement as a central path both for students’ citizenship and for institutions’ public standing visibility. This has been accompanied by an increasing demand for research on how experiential learning impacts student performance and the community at large, as well as on scholarship about community-based research.  \n114 Dimension 2018  \nThere has been increasing interest in offering educators, practitioners, scholars, and students inspirational models of participatory research to create beneficial community change (Beckman & Long, 2016). This interest has led to invigorating theoretical discussions on community-engaged teaching and scholarship. Concepts such as embodiment and situated cognition that have been developed in the field of neuroscience and critically discussed by feminist materialism, as well as intersectional theories (Pitts-Taylor, 2016), are of particular interest to understand better how students learn, and how experiential learning constitutes a unique opportunity.  \nThis essay explains how community-based learning projects between Spanish classes and museums (Spanish Community Based Learning and Museums SCBLM) provide the foundation for research on situated cognition, embodiment, and learning. We will show how situated cognition and embodiment promote learning dynamics that engage students in critically assimilating content in Spanish, while developing cultural awareness through interaction with diverse communities. Atthe college level, collaborations between language classes and museums have been common to enhance content classes taught in the target language (Sederberg, 2013) . While language class collaborations with museums are not new, community-based learning projects in Spanish with campus and/or local museums are a new and innovative practice. This study focuses on the collaboration between a Spanish class with CBL component and the University of Richmond Museums at the University of Richmond, Virginia (UR) during the 2016-2017 academic year. SCBLM ","cbCaijE5qJF6k9Pv","https://ap.wps.com/l/cbCaijE5qJF6k9Pv","pdf",133931,17,"English","# Abstract\n# Background\n## Community-engaged teaching and scholarship\n# Approaches\n## Making visible the invisible","[{\"question\":\"What is the core initiative described in the paper?\",\"answer\":\"The paper focuses on Spanish community-based learning collaborations with museums (Spanish Community-Based Learning and Museums-SCBLM) that connect University of Richmond students with local Latino and Hispanic communities.\"},{\"question\":\"How does the museum collaboration support language learning goals?\",\"answer\":\"The museum serves as a communal learning resource that embodies ACTFL’s Five C’s (communication, cultures, connections, comparisons, and communities) through experiential Spanish museum tours.\"},{\"question\":\"What learning mechanisms does the paper emphasize?\",\"answer\":\"It emphasizes situated cognition and embodiment, arguing that students develop cultural awareness and learn through critically engaging content in Spanish via interaction with diverse communities.\"}]","Making Visible the Invisible: Social Justice and Inclusion through the Collaboration of Museums and Spanish Community-Based Learning Projects | PDF",1792091626,43]