Abstract
This work responds to contemporary concerns about the future of art museum education and public practice and art museums more broadly in the wake of a global pandemic that has, at present, killed more than a million people in the United States and sickened millions more. I respond to questions posed by the board of the Journal of Social Theory in Art Education in relation to the theme of Inclusion Invasion, expand upon the relations between art museums and communities posited by a post-critical, socially responsive museological framework, and explore the potential for a feminist philosophical Ethics of Care to orient a moral, relational model of education and public practice. I begin by discussing the effects of COVID-19 on art museums and communities, introduce Care Ethics as a potential way in which to situate personal and professional morals, review ways that it has influenced other educational contexts, and conclude by suggesting how this philosophical orientation has the potential to guide art museum education practices, from idea conception to outreach and public programming.
Included in
Art Education Commons, Curriculum and Instruction Commons, Feminist, Gender, and Sexuality Studies Commons, Feminist Philosophy Commons, Fine Arts Commons, Museum Studies Commons