What is in a Voice? A Pedagogy of Voice for Museums

Annette Furo

Abstract


This paper argues that a pedagogy of voice can allow students and teachers to critically engage with museum texts. To discuss voice in museum texts this paper will look at literature that examines representation in narratives of Canadian history. It will draw on two specific museum exhibitions to consider the ways certain voices are represented through the interplay of written and visual texts, how identities are defined and performed, and where the limits of acceptable speech are drawn. As an element of critical literacy, a pedagogy of voice can be used by educators in their professional practice and applied not only to museums but also to a wider range of educational texts that students encounter.


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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