LAURAEDYTHE COLEMAN DECEMBER 5, 2012 THE INFLUENCE OF SOCIAL INCLUSION THEORY UPON THE MUSEUM...
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LAURAEDYTHE COLEMAN DECEMBER 5, 2012 THE INFLUENCE OF SOCIAL INCLUSION THEORY UPON THE MUSEUM PRACTICE OF THE ULSTER MUSEUM OF NORTHERN IRELAND: A MIXED METHODS RESEARCH DESIGN “The Culture Bunker”
LAURAEDYTHE COLEMAN DECEMBER 5, 2012 THE INFLUENCE OF SOCIAL INCLUSION THEORY UPON THE MUSEUM PRACTICE OF THE ULSTER MUSEUM OF NORTHERN IRELAND: A MIXED
LAURAEDYTHE COLEMAN DECEMBER 5, 2012 THE INFLUENCE OF SOCIAL
INCLUSION THEORY UPON THE MUSEUM PRACTICE OF THE ULSTER MUSEUM OF
NORTHERN IRELAND: A MIXED METHODS RESEARCH DESIGN The Culture
Bunker
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SOCIAL INCLUSION
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The Inclusive MuseumThe Museum as Agent of Social Regeneration
The Museum as Vehicle for Broad Social Change Goal To achieve
cultural inclusion To improve individuals quality of life To
influence society/instigate positive social change Achieved
through- Representation of and participation and access for those
excluded Initiatives which seek to alleviate disadvantage/encourage
personal development Providing a forum for public debate, education
and persuasion Exclusion is tackled within- The cultural
dimensionThe economic, social, political and cultural dimensions
Social problems associated with exclusion Might be addressed
indirectly *provide the rationale behind initiatives *might be
directly expressed within the museums goals *provide the rationale
behind initiatives *might be directly expressed within the museums
goals
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Counties of Ireland : 26 Irish Republic, 6 Northern
Ireland
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THE TROUBLES
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HOW TO REPRESENT THE PAST?
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PROBLEM STATEMENT Social inclusion theory has influenced museum
practices in Northern Ireland. How well museums address the history
of conflict in Northern Ireland thru social inclusion will impact
the peace and reconciliation process.
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EXPERIMENT An experiment design to evaluate the relationship
between the presence of community outreach officers in museums and
the inclusion of conflict related objects in exhibits.
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SIGNIFICANCE OF RESEARCH This study will examine the social
inclusivity of the Ulster Museum through its collection and
exhibition practices. This study will inform museums of the
significance of their role in reconciliation in a measurable way:
Exhibition of conflict related objects and the corresponding
curatorial roles. The study of museums in Northern Ireland may
answer questions regarding social inclusion, and insights into the
peace process. A working model.
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SPECIFIC QUESTION OF RESEARCH The problem of understanding
social inclusion in museum practice promotes the asking of a
specific research question, and two sub-questions, in the context
of the Ulster Museum in Northern Ireland: Has the introduction of
social inclusion theory in the museum community led to a change in
the museum practices of the Ulster Museum in Northern Ireland?
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SUB-QUESTIONS Quantitative: How has the introduction of social
inclusion theory in the Ulster Museum altered collection of
conflict related items in a quantitative nature? Qualitative:How
has the introduction of social inclusion theory in the Ulster
Museum changed the tone of curatorial voice in conflict related
exhibits?
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HYPOTHESIS The introduction of Social Inclusion theory in the
museum community has led to a change in conflict related item
collection and an alteration of curatorial voice in the creation of
conflict related exhibits in the Ulster Museum of Northern
Ireland.
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METHODOLOGY Mixed Methods Sequential Explanatory Design
Quantitative: Unobtrusive Historical Comparative Qualitative:
Intensive-Interviews Participant List: The Ulster Museum
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PARTICIPANTS The Ulster Museum has been chosen for
participation in this study as it meets several criteria: it is a
national museum of Northern Ireland it is subject to the mandates
of the Department of Culture, Arts, and Leisure concerning social
inclusion (Department of Culture, 2011, p.3) it has a collection of
conflict related items catalogued by the HTR database it has
attempted to create exhibits concerning the Troubles; It has
received both criticism and praise for varying attempts to portray
the Troubles (Meredith, 2009, October 24).
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STUDY DIAGRAM
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QUANTITATIVE UNOBTRUSIVE HISTORICAL COMPARATIVE DESIGN Step 1:
Creation of a Timeline 1990-2012
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STEP 2 Obtain permissions Obtain Museum & Gallery
Catalogues for 1990-2012
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STEP 3 Enter Information into Database Institution Name, Type,
Location Artifact Name, Description, Date of Collection, Dates of
Exhibition, and Status in the HTR Database
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QUANTITATIVE DATA ENTRY
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STEP 4 Data Analysis Compare Collection and & Exhibition
Numbers with Important points on the Timeline.
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QUANTITATIVE DATA TO QUESTIONS Quantitative Data Analysis now
influences: The creation of questions. The selection of
curators.
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QUALITATIVE PHASE
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PERSONAL PREPARATION Arrive Early Dressed Appropriately Arrange
Interview Area Test Recording Equipment Have Note taking
materials
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PROTOCOL Interview Protocol for asking questions &
recording answers Heading Instructions Questions Probes Blank Space
Thank You ( Cresswell, date, p.)
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DEMOGRAPHIC INFORMATION Descriptive Notes Participant Portrait
Reflective Notes Researcher Portrait
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DYNAMICS OF DIALOGUE Listening requires your undivided
attention, without interrupting. Do not change the subject
unnecessarily. Listen to the bass line of what is being said.
Listen to what people are NOT saying and respect that choice.
Listen to the body language and the silences. In responding- use
questions to prompt, link, and explore. (Kavanagh, 2000, pp. 87-
97)
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THE INTERVIEW Build Rapport Grand Tour Question (Schutt, 2009,
p.341) Patience, Prompts, and Probes
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GRAND TOUR QUESTIONS Grand Tour Questions: In the designing
Troubles exhibits for the Ulster Museum, what has been your role?
What, in your own words, is the policy concerning social inclusion
within an exhibit? How have you incorporated social inclusion
theory into the creation of the Troubles exhibit? Have you
perceived a difference in the understandings of social inclusion
amongst the curators on the Ulster Museum?
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PRESENTATION Responses in relation to Research Question
Reconstruction of the Interview scenario Reflect on Researcher
bias, prejudices, attitudes Report the Interaction Provide
selection criteria Protect confidentiality
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LIMITATIONS Generalizability Replication Ability Reliability
Validity Not designed to determine the definitive indicator that a
museum is socially inclusive
INTERPRETATION Merging of Quantitative & Qualitative Data
Create a Holistic Picture of conflict related exhibits at the
Ulster Museum of Northern Ireland. Create guidelines for
transferability & generalizability for a Social Inclusion
Model.
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