Abstract
This workshop invites museums and galleries to critically reflect on the language, signage, and visual markers that unintentionally create barriers to engagement with artworks and artefacts. Often, the use of academic language and the design of “reverential” spaces—those that convey an unspoken code of silence, authority, or expertise—can alienate individuals and communities who do not see themselves reflected in these environments. The workshop aims to investigate how these institutional norms affect the inclusivity of public art-spaces and to propose alternative strategies that foster a sense of belonging for broader, more diverse audiences. Using a combination of participatory dialogue, visual mapping, and design thinking exercises, participants will explore how physical and linguistic cues within cultural institutions influence who feels welcome, who is seen as knowledgeable, and who engages with the works on display. The workshop will draw on real-world examples and participant experiences to identify subtle yet powerful forms of exclusion that manifest through exhibition design, interpretive texts, and spatial hierarchies. The session will culminate in the co-creation of a toolkit for inclusive curatorial practice, offering practical recommendations for rethinking language, layout, and engagement strategies. This workshop is relevant to curators, educators, designers, and museum professionals committed to creating spaces where all visitors can meaningfully connect with artworks and artefacts. Its implications extend beyond accessibility, asking institutions to embrace a more equitable and participatory model of cultural engagement.
Presenters
Georgia BurnsSenior Lecturer, Graphic Design, Sheffield Hallam University, United Kingdom
Details
Presentation Type
Theme
KEYWORDS
CULTURAL ENGAGEMENT, CULTURAL ENGAGEMENT, PARTICIPATORY DIALOGUE, ENGAGEMENT STRATEGIES, INCLUSIVE CURATION
