The Bronzeville Children’s Museum: Reflecting a Cultural Perspective

I recently had the pleasure of visiting the Bronzeville Children’s Museum in Chicago.  This museum is “the first and only African American children's museum in the country” which was “named after Bronzeville, where African Americans settled in Chicago after coming from the South” (http://www.bronzevillechildrensmuseum.com). 

This museum was aptly described by Southtown Star reporter Howard Ludwig as “not typical”.  I have had the opportunity to visit several children’s museums as both a parent and researcher and concur with Ludwig’s assessment.  Like Ludwig, I agree that “not typical” does not imply a negative.  Typical indicates something that is representative or usual and therefore to be not typical suggests something that is different from the mainstream. 

Most children’s museums provide child and family-centered experiences that promote children’s learning through active engagement and exploration.  Children’s museums often reflect a highly constructivist orientation in which the child leads the learning with adult scaffolding which extends or enriches the child’s experience.   While these models are firmly based on a rich history of developmental philosophy and research, they have also been criticized by some for being too focused on a dominant perspective.  Gaskins (2008) argued, “that parents from certain cultural groups, based on their shared cultural beliefs about childhood, may not consider play as learning and may not consider it appropriate for adults to organize or participate in play” (p. 1-2).  The typical children’s museum may not appeal to some families based on their structure.

The Bronzeville Children’s Museum uniquely identifies itself as an African American children’s museum.  Rather than a variety of exhibit spaces that encourage free choice, exploration and play, children and their parents are guided through a four-part structured experience that is firmly based on a direct instruction model.  The goals of the lessons are clear.  The expectations for both adults and children are explicit.  The learning outcomes are discrete.  Children and their families are exposed to imagery of Chicago area African American leaders in industry, government, and service.  Most importantly, children are provided with messages about their capabilities and potentials.

The highly structured model of the Bronzeville Children’s Museum may not appeal to families who frequent the typical children’s museum, but it is an important institution which beautifully represents a culturally responsive model of educating children and their families.  Children’s museums are institutions which reflect the philosophies and practices of their communities.  It was a delight to learn more about this unique community establishment.

Gaskins, S. (Winter 2008). The Cultural Meaning of Play and Learning in Children’s Museums. Hand to Hand, 22(4), 1-2, 8-11.

Ludwig, H. (April 18, 2013). Stay-at-home dad: Bronzeville Chidren’s Museum not typical. Southtown Star. Retrieved from: http://southtownstar.suntimes.com/lifestyles/ludwig/19523752-452/stay-at-home-dad-bronzeville-childrens-museum-not-typical.html