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Displayed Objects, Indigenous Identities, and Public Pedagogy
Author(s) -
Trofanenko Brenda
Publication year - 2006
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1525/aeq.2006.37.4.309
Subject(s) - reinterpretation , indigenous , sociology , identity (music) , ethnography , field (mathematics) , pedagogy , indigenous education , gender studies , anthropology , aesthetics , ecology , philosophy , mathematics , pure mathematics , biology
In this article, I describe how one group of student examines indigenous identity formation as dynamic and open to reinterpretation. Drawing on field observations and interviews with students in a 16‐month ethnographic study, I examine how one group of students worked toward understanding how indigenous identity was determined by curatorial authority and historically defined museum practices. I argue that students can question the traditional pedagogical conceptions of indigenous culture that ought to be reconsidered within the public museum, and that working to historicize such conceptions makes more explicit student knowledge production of identity.