困難な歴史を展示する博物館における教育の意味の再考 : 記念的博物館教授学から見える日本の博物館の課題を手掛かりに

Reconsidering the Meaning of Education in Museums Exhibiting Difficult Histories: Focusing on the Problems of Museums in Japan That Discovered by the Analysis based on Commemorative Museum Pedagogy

Kim Jongsung

Sako Yuka

Xiu Liu

Ooka Shinji

Goto Ibuki

Tsuyuguchi Yukimasa

Mizoguchi Yusuke

Wada Naoto

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This research aims to reconsider the meaning of education in museums exhibiting difficult histories by analyzing their exhibition utilizing Julia Rose’s (2016) commemorative museum pedagogy (hereafter, CMP). Five museums in Japan were analyzed based on the “5R” (Reception, Resistance, Repetition, Reflection, and Reconsideration) of CMP, which is the response pattern of visitors at the museums, and the “toolbox” (Other, Face, Real, and Narrative) of CMP, which is a collection of tools that the museums utilize to deliver their message to their visitors and that visitors can use to create their ethical representation of the difficult histories. The result shows that the case museums in Japan effectively delivered their messages to their visitors; however, they did not provide enough opportunities for visitors to critically understand the exhibition of the difficult histories. Although the museums played educational roles in a society by suggesting the excavation of unheard voices and stressing the importance of living alongside others with different narratives focused on social justice, they can expand their educational roles by including the “possibility of criticism” in their exhibitions. In detail, they can intentionally exhibit difficult histories with the nuance that the museum’s exhibition is a way of interpreting history so visitors can critically understand it. Also, the museum can provide educational programs in which visitors can debrief their museum observations and ethically represent their understanding of difficult histories. When designing their programs, museums can utilize CMP and the CMP-based analysis of the five museums from this research as a reference. Finally, other agents, such as schools and education-related NGOs, are utilizing museums as learning materials; by collaborating with them, museums can expand their educational roles further.

Difficult Histories

Commemorative Museum Pedagogy

Kyozai Kenkyuu

Ethical Representation

困難な歴史

記念的博物館教授学

教材研究

倫理的再現

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

Copyright © 2024 人間社会科学研究科

日本学術振興会

Japan Society for the Promotion of Science

[Crossref Funder] https://doi.org/10.13039/501100001691

「難しい歴史」の教育的活用に挑戦するトランスナショナル歴史対話のデザインリサーチ

Desing research on utilizing "difficult history" as a topic of transnational history dialogue

22K13707