Desegregating Conversations about Race and Identity in Culturally Specific Museums

Abstract

Recent years have witnessed a surge in field-wide discussion about how to talk openly about race and culture within museum education. This article provides an analysis, using case studies from three culturally specific museums to explore how these identity-driven institutions navigate challenging, and often controversial, approaches to discussing race and identity. Key findings reveal important lessons for all museum professionals and include recognizing biases, addressing language and ambiguities explicitly, partnering with community members, and inviting visitor dialogue.