Browsing by Author "Springinzeisz, Kata"

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    The concept of social inclusion in art museums in Chile: perceptions of educators, curators and directors The Concept of Social Inclusion in Art Museums in Chile: Perceptions of Educators, Curators, and Directors
    (2024) Springinzeisz, Kata; Cobos Bustamante, Daniela
    Inclusion understood as a process and purpose must receive special attention from museums and their educational practices in order to attract and support more diverse audiences. The aim of this study is to unveil and describe how social inclusion is conceived and implemented in nine art museums in Chile, through interviews with their education, curatorial and management professionals, and to generate a reflection based on the data collected. The research employs a qualitative approach based on Grounded Theory and the paradigm of Interpretivism. The instruments used to gather information were semi-structured interviews and the study participants are 14 educators, five curators, three directors and one curator director. Through coding and data comparison, eight categories were identified in relation to the concept of inclusion: accessibility, diversity, safety relevance, communication awareness, political awareness, relevant skills, non-traditional educational practices and museum work structure. The results show the adaptation of the categories to the practices and functioning of museums with regard to the effective achievement of social inclusion.
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    The Evaluation and Practices of Social Inclusion in Chilean Art Museums
    (2024) Springinzeisz, Kata; Guerrero Morales, Patricia; García Ceballos, Silvia
    Establishing the concept of social inclusion is still in process in the field of museums. This article considers eight essential categories to evaluate social inclusive practices from a total of nine Chilean public and private art museums, which are located in three different regions. The evaluation categories are safety, diversity, accessibility, communication consciousness, political consciousness, relevant skills, non-traditional educational practices, and work structure. Through qualitative deductive and comparative analysis, the results indicate that four museums maintain social inclusive practices and functions, although each of these museums has their individual strengths and weaknesses in their organization. One category, namely, the work structure, needs to be improved in all museums, including those with inclusive practices, although this aspect does not necessarily and exclusively depend on the museums themselves but also on their type of belonging and financing. Further research could reveal a possible closer relation between work structure and visitor inclusivity, how the inclusion of museum staff and organization correlates with the public.
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    The potential of visual arts education: strengthening Pre-Service Primary Teachers' cultural identity
    (2024) García Lazo, Verónica; Donoso Lara, Valentina Paz; Springinzeisz, Kata; Jeldres Zamorano, Rolando
    This article reports on research focused on a visual arts education course offered during a primary teacher training in Chile. It was driven by the increasing cultural diversity in Chilean schools, the potential of art education to respond to this context and the limited space that this field has in the national curriculum, an issue that is replicated in most teachers' training programmes. Intercultural and students' cultural funds of knowledge theories informed a framework that was implemented in the investigated course to strengthen pre-service teachers' cultural identity and the adoption of culturally inclusive practices. Through focus groups with the students and analysis of their visual journals, the research explored whether the course impacted their perception of visual arts education, and their cultural identities. Through a/r/tography, an arts-based methodology that articulates art, research and education, the study presents the students' voices and imagery, testimonies that contributed to reassess the space given to art education in primary schools and teacher training programmes.