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New Directions in Museum Accessibility

Violet Phillips

This article attempts to address and confront a number of issues within existing museum structures. While the Museum of Motherhood aspires to be a leader in championing women’s studies in a family-friendly environment, there is still much work to be done.

Gail Andersen is a museum consultant who’s been the director of the Mexican Museum, vice-president of Museum Management Consultations, chair of the department of museum studies at John F. Kennedy University, and is now a private museum consultant.

In 2002, she founded Gail Anderson & Associates to help museum leaders further transform their effects on community and global leadership. Her book, Mission Matters: Relevance and Museums in the 21st Century, addresses the ways in which museums can be social change agents.

While museums exist to preserve society, they can also show problems, like racism or sexism, as they exist. Showing the intersection between what has been and what could be, is part of what inspires people to create meaningful change. [3]

Art Works for Change Was founded in 2008, out of a desire for more meaningful change and also aims to use art to address social issues. It focuses on “human rights, social justice, gender equity, environmental stewardship and sustainability” And partners with local organizations. The organization’s philosophy sees artists as storytellers, to both reflect on past experiences and pave the way for better experiences in the future. [4]

As “writer, trainer and consultant” Anna Fathery wrote for MuseumNext:

“At their core, stories make us care. They connect us with people and places, even stimulating the release of a hormone usually expressed during intense bonding experiences, like childbirth, breastfeeding, and sex. This emotional connection is the reason stories are so powerful. As any advertiser knows, stories drive people to take action, whether that’s buying a product, gifting a donation, or making a difference in the world. From a marketing perspective, stories can help museums raise funds, encourage visits, and trigger sales. For instance, when the Tenement Museum in New York wrote about former First Lady Eleanor Roosevelt in a fundraising mailing it told a story about Roosevelt’s work in the local area. By connecting the teenage Roosevelt’s story with the Museum’s education programs, the call to action was obvious: donate money and you could inspire a new generation of young Eleanor Roosevelts” [5]

However, the storytelling experience currently curated in museums can be difficult for those with physical disabilities to access. People in wheelchairs usually use public transit to get around, and museums can be difficult to find from a bus stop or train station. Many museums also don’t have wheelchair ramps to help people get inside. It also can be hard for someone in a wheelchair to reach the resources provided, such as brochures.

Some museums are also lacking in Braille or audio descriptions that would help blind people access the exhibits, as well as sign language interpreters that would help deaf people access the exhibits. [6]

Also, as of 2015, 84% of museum staffers were white, and those who weren’t were often security guards or janitors. As of 2019, 85% of artists exhibited in major museums were white, and 87% were male. Historical museums rarely show the history of anyone who wasn’t a white man. Curators tend to agree that museums are important and should continue to be part of society, but should also expand to represent a more diverse society. [7]

Children are also less likely to enjoy museums, due to lack of engagement. Of course, many families would like to visit museums and bring their young children, and it could be a way for families to explore and learn together. Children are generally only willing to go to museums with a lot of interactive features. [8]

However, if done properly, museums can encourage children’s critical thinking skills, curiosity and creativity. [9] There are no good reasons why museums can’t make themselves enjoyable to children, who have a lot to learn, unless there are size constraints.

As Gail Andersen insists, museums are one of the most impactful ways to make sense of the past and future. Museums should be made accessible to as many people as possible, so that everyone can absorb the lessons about The past and future.

The current location of the MOM Art Annex in Florida requires additional funding so that it can implement special exhibits that are accessible to all, including those with disabilities, and expand our current space so that children may enjoy engaging, playful, and educational experiences (as we did during our time in New York City). Additionally, we pride ourselves on exhibits from multicultural perspectives. We welcome those of all races, nationalities, and ages to join us as board members, interns, and exhibitors.

Works cited

[1] https://www.amazon.com/Reinventing-Museum-Historical-Contemporary-Perspectives/dp/0759101701

http://linkedin.com/in/gail-anderson-6710575

[2] 1000 museums : museum quality fine art prints & custom framing. “How museums can lead the way for social change.” June 23, 2021. Online. Accessed February 10, 2021.https://www.1000museums.com/museum-activism/

[3] https://www.artworksforchange.org/our-story/

[4] museum next. “Why do stories matter to museums and how can museums become better storytellers?” July 7, 2019. Anna faherty. Accessed February 13, 2021. Online.

[5] museum next. “Making museums accessible to those with disabilities.” January 22, 2020. Goabaone montsho. Accessed February 13, 2021. Online.

[6] vox. “If museums want to diversify, they’ll have to change. A lot.” Constance Grady. November 18, 2020. Accessed February 13, 2021. Online.

https://www.google.com/amp/s/www.vox.com/platform/amp/the-highlight/21542041/museums-diversity-guston-national-gallery-hiring

[7] “what do families with children need from a museum?” Kai-Lin wu. Accessed February 13, 2021. Online.

[8] world of illusions. “The educational benefits of taking kids to museums.” April 9, 2019. Accessed February 14, 2021. Online.

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‘UNFIT’ MOTHERS: THE BURDEN OF STEREOTYPES

By Srilagna Majumdar

During everyday conversations and discourses, we come across labels given to mothers that are burdened by stereotypes and fraught with sky-touching expectations limited by narrow definitions. Aimed at the welfare of others, this focus is seldom targeted towards women’s wellbeing. There have been so less frequent moments when fathers, and children, or people, in general, look at mothers as separate and independent human beings. Writing as an Indian student, engaged in feminist studies, it appears that the stereotypes that mothers are often corralled into can be organized into three main categories: Mothers as (a) primary caregivers, (b) teachers or role models, and (c) household workers or homemakers (Tessier, Gosselin, 2018). It would be safe to say that these categories are most often applied to biological mothers.

As a college student, contemplating the subject of motherhood, it appears that media depictions as well as the general tenure of social expectation dictate women caregivers must give exclusive priority to their children. Certainly, babies require much care and mothers are often the primary sources for expressions of love as well as providers of food and shelter. Being a good caregiver involves balancing many roles, including that of nurturer and a disciplinarian (as required). These qualities are highlighted in society with the expectation that mothers put everything on hold to be more available to their children and devote all of themselves to motherhood as the primary obligation. This belief reflects a deep internalization of an intensive mothering ideology. The mothers I know see themselves as purveyors of wisdom, important teachers- not exclusively in the academic sense- but as a source of information about how to get along in the world, which contemporary women are often encouraged to do.

But, within the home, many mothers are managers of the household. Women who are mothers are seen by some to embrace this duty to family almost exclusively. Many of the mothers I studied perceived themselves as very loyal toward their families. The chores associated with maintaining a stable home were a signifier of demonstrated loyalty. While divorced mothers might be perceived as failures: cowards, frivolous, weak for not persevering or enduring in the marriage (even whoreish, and easy-prey for free sex), promiscuous, irresponsible, selfish, not trustworthy, lacking courage, incapable of maintaining a family, alone and without protection, disrespectful of God’s rules, and without moral values – a heavy burden to contemplate, indeed (Aneja, Vaidya, 2016).

Outside the home, working mothers, portrayed by the media, or judged generally through a negative lens by society as well, are accountable not only to themselves but to the public at large. It is presumed that a mother, who works outside the home, would be incapable of managing the necessities of her children. If a mother keeps her child in the custody of a nanny, or a crèche, while she goes for work, society apprehends that it will affect the upbringing of the child and that full responsibility of any perceived outcome, is to be taken on solely by the working mother.

As in the previous two examples, mothers have a difficult time performing in the “correct” manner expected of them. Deviations from perceived “norms” are prone to accountability and assessment. Lesbian mothers, i.e. same-sex mothers are viewed as unfit, by society, in cases that I have read about or heard of. These negative conceptions appear particularly rooted in religious doctrine. Stereotypes regarding lesbian mothers as not normal are promoted by entrenched beliefs that children should be raised by a mother and a father, not by two mothers. The argument for this lack of a male parent, doctrine asserts, might confuse children, especially regarding their own sexual preference when they become teenagers (Tessier, Gosselin, 2018). Participants of interviews conducted by Vadiya, in 2016, reported different cultural norms influencing their attitudes. This included coming from a conservative Catholic religious background, uncontested and unchecked concepts of machismo, and the fact that interviewees did not know any lesbian parents personally, further polarizing them from actions outside of hegemonic ideals and further entrenching erroneous assumptions about “good” parenting.

The themes of deficiency and lack, good and bad mothers, the burden of care, and the valorization of the mothering role that have been explored here acquire a new dimension when we take into account a different kind of embodiment, namely, disability. When the mother in question is a disabled woman, the discourse of motherhood becomes even more complicated. Sexuality, conjugality, and motherhood are associated with normative, desirable, fertile bodies, whereas the disabled body is regarded as defective, undesirable, and thus, devalued (Aneja, Vaidya,2016). Motherhood denotes caregiving, while disability suggests a person in need of care herself, and thus, being unfit to assume the caring role for another, especially of one as vulnerable as an infant. We can certainly see how difficult it is for mothers to avail themselves of additional scrutiny.

Disability has historically been viewed as a ‘problem’ or aberration in need of fixing or remediation, suggesting that something is missing or lacking. The personhood and agency of women who are deemed ‘the other’ on account of their bodily differences are denied in the context of their reproductive needs and rights. Women with disabilities are regarded either as asexual beings incapable of becoming sexual companions or as hyper-sexual and unregulated ones (Aneja, Vaidya, 2016). In some cases, disabled mothers were abandoned by husbands, who later got married to able-bodied women at the behest of the man’s family. Many times, it is revealed that disabled mothers experience violence within the family, both emotional as well as severe physical violence in some cases. It can be imagined, how these disabled mothers also have to explain to their children why they can’t participate in an activity, attend a field trip, or use the same door [as their children do]. They might even have to spend a great deal of time explaining themselves or educating other people, and that can wear a person down (Scroll,2018).

In most societies, the predominant image of the family is represented by a middle-class, first-marriage nuclear family with two heterosexual parents, including a working father, a stay-at-home mother, and biological children (Routledge, “Marriage and Family review”, 2018). Social institutions, including mass media, language, legal systems, and religion, convey the message that this family configuration is the norm. As a student who wants to arrive at a finer feminist perspective, I feel this is how agency over the body and consent for the things done to it are appropriated by medical, legal, and social practices that challenge the very personhood and humanity of the mothers who want to break away from the society generated idea of how a mother should be.

Citations:

A Literature Review of Cultural Stereotypes Associated with Motherhood and Fatherhood, Sophie-Claire Valiquette-Tessier, Julie Gosselin, Kristel Thomassin, 2018

EMBODYING MOTHERHOOD-Perspectives from Contemporary India, Anu Aneja and Shubhangi Vaidya, Yoda Press, 2016

‘Your priority is your baby’: Why does India have a culture of demonizing working mothers?, Article by Scroll, 2018

Edited by M. Joy Rose

About Srilagna:

Srilagna Majumdar is a student of History, third Year in Jadavpur University, Kolkata, India. She is a keen student of social sciences and wants to pursue her future in Museology. She is currently working with 1947 Partition Archive and Stanford University for a project regarding interviewing Partition witnesses. She is also a Digital Content writer and editor at the same Archive. She wrote papers on Redefining gender roles to get a wider perspective of gender relations in the Global South. Srilagna Majumdar lives in Kolkata, West Bengal, India. She is also working for developing the proper ways of editing Partition witness’s stories and preparing them for digitization. She is also working with the Partition Museum to archive Partition history and find how women were affected during the same. She interns with Daak, a nonprofit organization for promoting lesser-known artworks and artists of South Asia. Srilagna is also the research authenticator at India Lost and Found, a heritage conservation initiative by Amit Pasricha. She is an oral histories and research intern at Kashmir Untold, an initiative to archive stories of Kashmiri migrants and is also working for exploring various aspects of motherhood in society and trying to arrive at a finer feminist lens by being an intern at the Museum of Motherhood, Florida.

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How Do You Know When to Give a Pre-K the O.K.?

Researching children’s early education options is an important process new parents face. Decisions about schooling include paying attention to a particular family’s needs, individual learning styles and preferences, and access to available resources. Many parents feel pressure to find the “perfect” preschool or daycare program to nurture their young child’s mind. Children are capable of learning at a rapid rate during the early years of life. Educational experiences are maximized when parents, communities, and educators work together for the optimum development of young people.

Choices about schooling revolve around personal preferences as well as access to available resources. As a parent, it is important to follow your intuition about what might be best for your child. Also, consider factors such as the location of the school, zoning, special operating hours, and after-school care services that comply with family work schedules, as well as any additional community programs or locally subsidized childhood education programs in your area that you may be eligible for. Some examples of programs include Head start and The Child Welfare League of America.

If you have special requirements for your child, don’t’ be afraid to research by asking around your community for reviews. You can even contact local parent forums. The best way to advocate for education is to educate your self about what is available! Examples of federal organizations that provide resources to parents for children with disabilities or special health care requirements include Family Voices, The National Council on Disability (NCD) or the U.S. Department of Education (ED) website.

After you have identified programs available in your area, create an outline of what you are looking for. If you have a sense of what kind of education style would best benefit your child, reach out to your most valuable asset: your community. Some resources might include your pediatrician, community center, or other parents in the area. You can also use the internet to find out about potential problems within specific facilities. Many parents have social networking platforms where they are willing to share ideas and recommendations. Additionally, The National Association for the Education of Young Children (NAEYC) website provides insight into preschools based on zip codes and information about accreditation. Once you have narrowed your options, you should visit the institution and schedule meetings to glean the first impression as well as to meet the staff in person. Come with a list of questions! Priorities should always include cleanliness, safety, and children’s health and wellbeing.

In the Tampa Bay Area, there are multiple local programs and schools to choose from. The R’Club Child Care organization is a non-profit dedicated to providing early childhood learning programs. Their focus is on quality early learning and development for youth in and around Pinellas County. They believe in strengthening children and families, as well as a growing community. Their four foundational values include: Respect, Responsibility, Resourcefulness, and Responsiveness. They also host many local community events to boost family involvement and promote fun family activities!

The Early Learning Coalition of Pinellas County is another nonprofit organization dedicated to providing high-quality early childhood development programming along with educational opportunities. Their vision is to have every child enter kindergarten equipped with the skills and the learning tools for success. Their mission is to transform early learning opportunities and to inspire children, prompting family involvement. They also aim to support educators in order to accomplish their goals. They provide an abundance of local resources, including childcare scholarships, access to VPK-Florida’s free voluntary Prekindergarten program for 4-year old’s, training and background screening for child care providers and developmental screenings for children (including visions and hearing). Additionally, through partnerships with local organizations and community partnerships, they serve as an excellent resource for families looking for referrals on childcare.

Lastly, PARC is a local institution which provides over 40 services to children and adults with developmental disabilities, via a “person-centered” approach that promotes an individual’s independence and encourages them to live and experience life to the fullest. They are dedicated to promoting new experiences, seeing to the accomplishment of individually strategized goals, and encouraging everyone to live a healthy quality of life. At PARC, children and their families receive early intervention services from an interdisciplinary team including teachers, social workers, nurses, behavior analysts, and therapists. Service availability range includes provisions on the PARC campus, at a child’s home or even in the desired environment chosen by the family. PARC also runs Discovery Learning Center, which serves as is a local hub for learning opportunities, therapy, music, art, school readiness and a multitude of other programs. Children’s services are led by instructors with verified credentials, and host instruction in classrooms designed to offer infants through pre-kindergarten age a unique, state of the art experiences promoting the necessary skills to successfully enter school. Each child works within their individual plan and goals established by family and staff. Early Intervention, VPK (Voluntary Pre-Kindergarten), Head Start, Family Respite, Family Focus, and Behavioral Support services are provided for over 140 children annually.

Additional Resources of Early Learning Tips for Parents:

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This article was researched and made possible by Alexandra Valdes as part of a service-learning internship with USF. Read more below or click the image to find out more about our student authors:

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