Niki Nikonanou
Niki Nikonanou is Associate Professor in Museum Education, at the Department of Early Childhood Education, University of Thessaly. From 2002-2010 she served as an assistant professor in the Department of Cultural Technology and Communication in the University of the Aegean. She has studied German Language and Literature (B.A.), Art History (M.A.) and Museum-Education (Ph.D.) at the Aristotle University of Thessaloniki (Greece) and at the University of Cologne (Germany). She has developed many museum education programmes and activities and has participated in the organisation of several exhibitions. She is research partner in EU founded programmes (Socrates, Euromed Heritage II, III, Interreg III, Chiron, Eunamus, H2020-Smooth). She has published several articles in Greek and international scientific publications, journals and conference proceedings. Her research interests include: theory and practice of museum-education, art education in museums (visual arts, theatre, music), museum learning and experience through digital technologies, the social dimension of museums and cultural institutions, issues of participation and inclusion in cultural education, critical cultural mediation.
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Στην εργασία αυτή κάνουμε κάποιες προκαταρκτικές παρατηρήσεις με βάση την ανάλυση των εθνογραφικών δεδομένων που συλλέχθηκαν από τις μελέτες περίπτωσης που πραγματοποιήθηκαν την άνοιξη του 2022. Πιο συγκεκριμένα, οι εκπαιδευτικές παρεμβάσεις που διερευνούμε φαίνεται να αναδεικνύουν μια σειρά από ζητήματα όπως: η ανατροπή παραδοσιακών ιεραρχικών ρόλων στις εκπαιδευτικές διαδικασίες και η άμβλυνση ανισοτήτων με βάση την ηλικία και τις ειδικές εκπαιδευτικές ανάγκες μέσα από τη συνεχή διαπραγμάτευση των ρόλων όλων των συμμετεχόντων στην εκπαιδευτική παρέμβαση, οι διαδικασίες λήψης αποφάσεων, η διαμόρφωση ανοιχτών καταστάσεων δημιουργίας και πειραματισμού, η ανάγκη για απομάθηση (unlearning), η αμφισβήτηση της αυθεντίας και το μοίρασμα των εξουσιών. Η μελέτη των ζητημάτων αυτών όπως αναδεικνύονται μέσα από τις παρεμβάσεις που πραγματοποιήθηκαν φανερώνει τον ιδιαίτερο ρόλο που μπορεί να έχει η τέχνη στην καλλιέργεια των αξιών των κοινών στην εκπαίδευση, αλλά και τη δυναμική που μπορεί να έχει η θεωρία των εκπαιδευτικών κοινών για την αναδιαμόρφωση των εκπαιδευτικών προγραμμάτων που οργανώνονται σε χώρους πολιτισμού.
referred to as patterns of commoning teacher agency. More specifically, based of an ecological model of teacher agency that Priestley et al. (2015) proposed on the basis on the work of Emirbayer & Mische (1998) we identify patterns of commoning museum educators’ agency that operated on an iterational, a practical-evaluative and a projective dimension. On the iterational dimension, a commoning approach to teaching led museum educators to re-evaluate past experiences, received ideas, and
cherished practices, inducing a process of unlearning. On the practical-evaluative dimension, it enabled museum educators to implement new ways of working and relating to students and their worlds, and to come up with ideas and tools that expand “The social, structural and material ‘here and now’ of possible agency” (Philpott & Spruce 2021, 290) and its distribution. On the projective dimension it enabled museum educators to imagine alternative ways of exercising agency, envisioning a way of
commoning the museum. The resultant reorientation of the role of the teacher in museum-based, commons-derived creative art-education practices might be seen as providing a much needed alternative to the pervading neoliberal colonisation of education initiatives in cultural institutions.
time and the way teachers and museum educators grappled with issues of time in their attempts to develop commoning educational practices. It is suggested that time emerges as imperative with regard to the need to provide an open space for collaboration, creativity and reflection, collective decision-making, the sharing of authority, and the development of practices of unlearning.
https://museumedulab.ece.uth.gr/wp-content/uploads/2024/04/17.-E.-Moraitopoulou-E.-Viseri-P.-Kanellopoulos-N.-Nikonanou-It-takes-a-lot-of-energy-to-doing-nothing-refusals-and-idleness.pdf