Narrative inquiry, pedagogical tact and the gallery educator

Abstract

This paper responds to the need for a deeper understanding of gallery educator practice. Focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists, gallery spaces, and students’ needs and interests, gallery educator practice is infused with ‘pedagogical tact’. Narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning.