When we consider that museum educators were among the first professionals in museums to identify the need to open up to a broader target group by listening to their communities in order to stay relevant to society, the exclusion of the term ‘education’ in the proposal of the new definition is a disparaging development. The words ‘cultural interaction’ and ‘education’ were notably absent. But while museum educators contribute fundamentally to the mission and objectives of cultural institutions and their programmes, their work often goes unrecognised and their performance and competences are taken for granted.Īt the ICOM General Conference in 2019 in Kyoto, a proposal for a new museum definition was debated. The public mission of a museum is often fulfilled through educational and interactive programmes tailored to the target groups. This requires continuous reflection on theory and practice (ICOM CECA Austria and Österreichischer Verband der KulturvermittlerInnen 2017). They curate participatory projects, engaging with the public, and placing a strong emphasis on programmes. Museum educators choose and develop adequate formats and methods to convey content digitally. Many of these activities can be found online by searching for the hashtag #MuseumFromHome, #MuseumsAndChill or #ClosedButActive. The recent lockdown of museums due to the current global health crisis has revealed the efficiency of cultural mediators and educators all over the world, who, within a few days after museum closures, implemented digital programmes, including online tours, behind-the-scenes visits, online riddles, learning supplements and experiments. Can museum education be a response to the crisis?

Marco and the noun project