Towards reflexive ethnicity: museums as sites of intercultural encounter Walton, Jessica, Paradies, Yin and Mansouri, Fethi 2016, Towards reflexive ethnicity: museums as sites of intercultural encounter, British educational research journal, vol. 42, no. 5, pp. 871-889, doi: 10.1002/berj.3241. Attached Files Name Description MIMEType Size Downloads Title Towards reflexive ethnicity: museums as sites of intercultural encounter Author(s) Walton, Jessica orcid.org/0000-0003-3876-2994 Paradies, Yin orcid.org/0000-0001-9927-7074 Mansouri, Fethi orcid.org/0000-0002-4120-9391 Journal name British educational research journal Volume number 42 Issue number 5 Start page 871 End page 889 Total pages 19 Publisher Wiley Place of publication London, Eng. Publication date 2016-10 ISSN 1469-3518 Keyword(s) identity museum reflexive ethnicity Social Sciences Education & Educational Research TEACHERS WHITENESS EDUCATION SCHOOLS Summary In a highly globalised world with increasing ethno-nationalistic tensions and conflicts, the importance of intercultural education has never been greater. The challenge remains, however, as to whether educating for mutual respect and social cohesion can be achieved through traditional modes of schooling or whether additional approaches that are not necessarily school-centric are required. Drawing on in-depth qualitative data including video diaries, narrative interviews and focus groups with Australian secondary school students and semi-structured interviews with teachers, this paper discusses such an endeavour in which a museum exhibition on identity and belonging is employed as an interactive space for meaningful encounter among students and as a form of professional learning that enlivened teaching practice. Using the concept of reflexive ethnicity, this paper examines whether cognitive and affective encounters outside the ‘school gate’ create opportunities for critical learning about ethnicity that can complement and enhance school curricula and classroom learning. More importantly, the paper explores how the possibility of building on such activities to create and sustain teaching practice can challenge entrenched static notions of ethnicity.The paper concludes that reflexive encounters with ‘difference’ within an interactive museum space can unsettle prejudice and provide a deeper and more meaningful understanding of ethnic identity that goes beyond rote classroom learning. Language eng DOI 10.1002/berj.3241 Field of Research 160803 Race and Ethnic Relations 160809 Sociology of Education 13 Education Socio Economic Objective 959999 Cultural Understanding not elsewhere classified HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Grant ID LP120100080 Copyright notice ©2016, British Educational Research Association Persistent URL http://hdl.handle.net/10536/DRO/DU:30083883 Document type: Journal Article Collections: Faculty of Arts and Education Alfred Deakin Institute for Citizenship and Globalisation 2018 ERA Submission Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 02 Jun 2016, 09:48:08 EST Fri, 03 Jun 2016, 05:00:42 EST Wed, 09 Nov 2016, 11:48:35 EST Mon, 14 Nov 2016, 19:25:21 EST Thu, 12 Jan 2017, 05:05:18 EST Thu, 12 Jan 2017, 13:15:45 EST Thu, 12 Jan 2017, 13:17:33 EST Tue, 06 Jul 2021, 16:36:11 EST Sun, 10 Jul 2022, 08:36:49 EST Filtered Full Citation counts:   Cited 1 times in TR Web of Science Cited 1 times in Scopus Search Google Scholar Access Statistics: 1486 Abstract Views, 14 File Downloads  -  Detailed Statistics Created: Mon, 14 Nov 2016, 19:25:21 EST