Conservation Education for Reflective Practice and Public Advocacy: Student Response to Natural History Collections

This paper was written in the context of the world wide rethinking of displays of mounted specimens taking place in museums of natural history. It explores a variety of different ways in which such material, among many other types of associated material, is understood, used and valued. I go on to suggest that the debate should be wider than the current focus on the scientific and science education purposes of such displays. The research is based on a small series of action research projects undertaken with postgraduate conservation students. Students chose material displayed in museums as starting points for their own explorations of meaning and in doing so confronted different entrenched attitudes and approaches. I then analysed and problematised the issues raised for the conservation discipline. As with my other related research in this area there is also the intention that the constructive approach that students are encouraged to take will deepen learning and encourage commitment to the discipline