The paper will show that a central weakness of postcolonial museum practice lies in the centre/periphery role of museum pedagogy. Examining case studies of committed and socially engaged museum practice, the paper argues that the continuing evidence of dissatisfaction by both those on the delivery and receiving end of museum engagement and participation practices has its roots in the museum’s identity as an educational institution. We carry legacies of resistance to change and prejudice towards others from diverse communities (including originating and diaspora) that are embedded in the bricks and mortar of the museum. This paper argues that residues of the colonial past continue to haunt the realities of the postcolonial present deep inside even the most progressive curatorial and public engagement practices in museums.
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