Perceptions, processes and practices around learning in an art gallery

Abstract

This paper presents the findings of a research project examining the way learning is perceived by senior members of learning staff at Tate in London. Modelled on a specific construction of artistic practice, learning is considered by these members of staff to be a disruptive process to which ethical values are attached. Considering these views in relation to various theoretical constructions of learning, the paper assesses the implications of staff holding these views for Tate and for the museum sector more widely.

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