Citizenship education and identity in U.S. museums. An analysis from a heritage education perspective

Abstract

This paper analyzes the relationship between citizenship education, identity and heritage, focusing on the pedagogical interventions undertaken in a variety of museums, in this case, within the United States. For this purpose, the educational proposals of 15 museums of different characteristics and types in the states of Arizona, California and New York are analyzed, using a qualitative methodology for data collection. The data analysis was guided by three conceptual categories and 14 sub-categories, each one with specific indicators. Various aspects of identity are revealed, depending on a variety of cultural, institutional, social and geographical features of the museums and their contexts.