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Museums and Childhood

Negotiating Organizational Lessons

Sonoma State University, melinda.milligan{at}sonoma.edu

April Brayfield

Tulane University, aprilb{at}tulane.edu

Contemporary museums define educational programs for children as a central and straightforward component of their stated missions. We problematize these programs in our critical discussion of the role of the museum as a source of non-classroom education and the centrality of these lessons in the maintenance of the museum as an organization. Our exploratory study investigates educational programs for children within two traditionally adult-centered museum settings in the US: (1) an architectural museum in a mid-sized city and (2) an art gallery on a university campus. We compare the organizational goals of the two museums with respect to their programs for children and the attempts of museum educators to accomplish these goals through specific programs. Based on interviews with museum officials and field observations, we argue that museum programs attempt to promote both cultural and content lessons to children and teachers through school tours within museum spaces and that their success is tied to the training and beliefs of tour guides, the suitability of museum spaces for children as a participatory audience, and the techniques used to control children’s social behavior.

Key Words: children • culture • museum education • organization • socialization

Childhood, Vol. 11, No. 3, 275-301 (2004)
DOI: 10.1177/0907568204040183


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