Re-Imagining Museum Education with Intergroup Dialogue

Rhianon Kohl, Jared Halter, Andrew S Blom

Research output: Contribution to journalArticlepeer-review


This paper examines the ways in which intergroup dialogue (IGD) could help museums build social justice and inclusion. Intergroup dialogue, a social justice based pedagogy, brings individuals from different identity groups together in intentionally structured learning environments. These learner centered spaces are focused on participants critically examining history and society to construct shared understanding about the ways in which social structures structure their lived experience. Museums, as cultural institutions, are part of the socialization process in the United States, and represent and (re)produce narratives that serve dominant identity groups and culture. IGD can offer ways for museums to reconcile their participation, build empathy and perspective taking, and be mindful of the power they hold to reinforce dominant notions and ideas. Museums can use IGD to engage individuals in exploring the role that power and social group membership play in history and their lived experience. Through our examination of IGD and museums, we conclude that by implementing programs using IGD practices, which foster reflexivity, museums can take steps towards being inclusive and socially just.
Original languageEnglish
JournalEquity and Excellence in Education
StateSubmitted - 1800


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