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A Case of Study of the Hmong Museum ...

Vue, Kalia,

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A Case of Study of the Hmong Museum and Culturally Sustaining Pedagogy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case of Study of the Hmong Museum and Culturally Sustaining Pedagogy // Kalia Vue.
Author:	Vue, Kalia,
Description:	1 electronic resource (184 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31693915
ISBN:	9798384462378

A Case of Study of the Hmong Museum and Culturally Sustaining Pedagogy /
Vue, Kalia,

A Case of Study of the Hmong Museum and Culturally Sustaining Pedagogy /Kalia Vue. - 1 electronic resource (184 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

This dissertation research study is two-fold; it aims to bridge the connection between informal and formal learning spaces, as it transforms museum education into restorative learning experiences. Through a qualitative heuristic case study of the Hmong Museum in Minnesota, the findings underscore the significance of community-led museums that go beyond conventional museum practices. It shines a light on the crucial role that museums and museum education play in preserving and celebrating diverse communities when communities are at the core. The study uses an assets-based approach of Culturally Sustaining Pedagogy (CSP) as conceptualized by Paris & Alim (2014). While the Hmong Museum does not notably name CSP as its framework, they are engaging in CSP. These findings highlight the importance of CSP's principles of being beyond relevant and responding to culture, cultural plurality, and critical inward gaze as they are embedded in the Hmong Museum's approach. This framework demonstrates meaningful experiences through the collaboration of the Hmong Museum with the HMong community to enrich the exchange of knowledge, stories, tradition, and culture. As the Hmong Museum presents inclusivity and connection to HMong culture, they amplify the so-often-overlooked stories and single-story (see Adichie 2009) that have guided deficit thinking of the HMong narrative in museums and educational learning spaces. Therefore, in embodying CSP, institutions like the Hmong Museum are grounded in the foundations of assets-based approaches; they encourage and sustain cultural plurality as restorative and trauma-informed educational experiences.

English

ISBN: 9798384462378Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Museums

A Case of Study of the Hmong Museum and Culturally Sustaining Pedagogy /
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520 $a This dissertation research study is two-fold; it aims to bridge the connection between informal and formal learning spaces, as it transforms museum education into restorative learning experiences. Through a qualitative heuristic case study of the Hmong Museum in Minnesota, the findings underscore the significance of community-led museums that go beyond conventional museum practices. It shines a light on the crucial role that museums and museum education play in preserving and celebrating diverse communities when communities are at the core. The study uses an assets-based approach of Culturally Sustaining Pedagogy (CSP) as conceptualized by Paris & Alim (2014). While the Hmong Museum does not notably name CSP as its framework, they are engaging in CSP. These findings highlight the importance of CSP's principles of being beyond relevant and responding to culture, cultural plurality, and critical inward gaze as they are embedded in the Hmong Museum's approach. This framework demonstrates meaningful experiences through the collaboration of the Hmong Museum with the HMong community to enrich the exchange of knowledge, stories, tradition, and culture. As the Hmong Museum presents inclusivity and connection to HMong culture, they amplify the so-often-overlooked stories and single-story (see Adichie 2009) that have guided deficit thinking of the HMong narrative in museums and educational learning spaces. Therefore, in embodying CSP, institutions like the Hmong Museum are grounded in the foundations of assets-based approaches; they encourage and sustain cultural plurality as restorative and trauma-informed educational experiences.
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653 $a Culturally Sustaining Pedagogy
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