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This article presents a critical study of the relationship between theory and practice in the field of gallery education from a critical curriculum-theoretical perspective. The study individuates four conceptions within contemporary gallery education, which are presented within a dynamic model: (1) gallery education based on theories of aesthetic experience; (2) gallery education based on theories of learning and cognition; (3) gallery education based on theories of curriculum and 'Bildung'; and (4) gallery education based on theories of social criticism and change. In the second part of the article, each of the four conceptions is exemplified through an analysis of texts on education and learning in museums and galleries. Finally, studies of the relationships between lifelong learning aimed at 'empowerment' versus lifelong learning aimed at 'employability' within these conceptions allows the author to argue for curriculum-based practices aimed at the empowerment of learners within European gallery education.
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