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• W1552829018 abstract "UCL Museums and Collections have worked with parents and children in the London Borough of Haringey for the past 4 years. The successful partnership between the Collections’ education officer and Haringey’s parental involvement coordinator has led to a sustained program of outreach in the Borough, mainly with parents at family learning workshops in schools, and with parents and primary school children in schools, children’s centers and play groups. Haringey is home to one of the most diverse populations in the UK, with a high proportion of recent immigrants as well as low levels of attainment at school, high levels of poverty and crime. Community cohesion is viewed as key to strategies for improvement; Haringey has been a leader in parental involvement in schools and in creative work with museums partnering schools for the past decade. This paper analyses the special impact a university museum can have in this context, with museum outreach used to engage parents not only in new subjects and their own creativity but also in understanding more of what and how their children learn and raising aspirations. Object handling workshops provide a forum for discussion with others in the community and often act as a starting point for people to tell their own stories for the first time. Background Parental involvement in children’s learning has been recognized as a key element in their development. In the UK today it is seen to be something that public services can help parents to do, beyond the classroom. University collections have the potential to help parents inspire their children about learning and their future education as well as giving them rewarding experiences with objects and museums that they share with their children. At UCL Museums & Collections we have worked with family learning groups since 2004. These are groups of parents who attend regular informal workshops at Primary (ages 5–11) schools, where they learn different ways they can support their children’s learning from dedicated family learning tutors working in the school. We began this work for three main reasons: family groups were under-represented in our visitor profile; it provided a valuable opportunity for us to discover what family groups could gain from our collections, as schools were the focus of our outreach work up to this point in time; it provided an opportunity to introduce the collections to a new audience. The aim of the project was to develop this audience through a series of engagements with objects, taking objects for handling to groups of parents and children and bringing the groups to visit the museums. Working in a community A partnership was established between the museums’ Education & Access Officer and local staff working in the London Borough of Haringey. Haringey already had an established program of family learning and parental involvement schemes and had worked with some other museums early in the 1 See e.g. Every Parent Matters, UK government policy document 2007, available to download www.direct.gov.uk/en/Nl1/Newsroom/DG_066880 (accessed November 26, 2009)." @default.
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• W1552829018 date "2010-01-28" @default.
• W1552829018 modified "2023-09-23" @default.
• W1552829018 title "Building creative communities: How does a university museum work with family learning in a challenging community context?" @default.
• W1552829018 doi "https://doi.org/10.18452/8672" @default.
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