Mapping the Literature

In an attempt to identify the literature I need to engage with for my research into practitioner research in the art museum I have been working on a mind-map.  My intention was to put down in a visual form the various relevant fields of activity/literature, with associated sub-fields and then identify any connections between these fields.  The plan was then to map onto this diagram the key texts associated with each field.  However, this second stage may need to be rethought as the first time I tried doing the original map I ran out of space on the paper.  The second version became so complex it was unreadable.  Below is a photograph of the third version.


What strikes me first about this mind-map is the number of elements and its connectivity.  I have identified nine ‘fields’ – research, evaluation, museology, conservation, gallery education, curation, art history, art practice and learning that I think are essential to understanding how knowledge is generated and therefore how research is constructed in the art museum. Associated with these are a further 47 ‘sub-fields’, although it is very important to note that the descriptor ‘sub’ in no way means lesser.  Rather a sub-field constitutes a vital and relevant body of practice and/or theory that informs or may be an integral part of one or more of the ‘main’ fields.  The connecting lines are my attempt to show how the different fields link together and draw on one another. For example the sub-field ‘socially engaged art’ is here linked to art practice, gallery education, museology and curatorial practice as the ideas and practices that can be grouped under socially engaged practice have an important part to play in each of these fields. I have also highlighted three other domains – ethics, praxis and organisational change, which underpin the entire enterprise, shaping my approach to the literature and to my research focus.


To state the obvious, these fields, domains and connections are ones that I have chosen, based on my existing knowledge and experience.  The map is partial in both senses of the word in that it is formed by my subjectivity and is incomplete. No doubt another researcher would draw up a different list and construct alternative connections, but it is a place to start and I will be adapting it as I go along.  I am anticipating that some fields will not prove to be as relevant as I imagine, whilst others not yet identified will surface as I continue my reading. I would also warmly welcome any ideas or suggestions for additions or amendments.

What the map also highlights for me is the cross-disciplinary nature of this research.  To understand how museum professionals undertake research for themselves and with and for others, and to construct a framework for practitioner research in the art museum (both of which are central to this project), I will need to look at literature from fields ranging from art history to participatory action research, from critical pedagogy to connoisseurship.  This is necessary as the art museum itself  is a multi-faceted space where different ideas collide, ‘a space for discursive thinking… a public place, publicly responsible for stimulating critical thinking in and through art’ as Grizelda Pollock and  Joyce Zemans describe in their book ‘Museums After Modernism: Strategies of Engagement’.

This cross-disciplinarity resonates also with my experience as an artist and a gallery educator. When operating in both of these professions my relationship to theory was eclectic. Rather than working within strict disciplinary boundaries I would draw ideas from various artists and fields to inspire and develop my practice according to what would be most useful and productive.  In this respect I was not unusual.  In an article I read recently, Henk Bergdorff, the Professor of Research in the Arts at the University of the Arts in The Hague, identifies that a ‘wide array of conceptual frameworks, theoretical perspectives and research strategies are employed’ in artistic research.  He lists art history, theatre and dance studies, architectural theory, semiotics, pragmatism and sociology as some of the conceptual frameworks, whilst research strategies include iconography, ethnomethodology and actor-network theory .  Similarly, one of the defining characteristics of gallery education is the absence of a discipline-spanning all encompassing theory.  Instead practitioners utilise and reference skills and knowledge from art history, pedagogy, philosophy, critical theory and art practice according to need, a professional trait that Helen Charman has written eloquently about here.

By adopting a boundary-free approach it would seem that I am allied to a broader trend towards cross or trans-disciplinary research that is being championed not only in the arts, but also in the social sciences, medicine and public policy. However I am mindful of the danger of cherry-picking literature from a variety of fields to fit my ideas. I was reminded by a colleague recently that selecting an idea from a discipline beyond one’s area of expertise runs the risk of divorcing it from its critical context and failing to locate it within the history and trajectory of the field.  It is vital, as Pat Thomson notes here when reading literatures to understand the key debates, trends and connections and locate any new research within its theoretical and practical context.  Pat provides some helpful suggestions to assist with this, including ‘scoping’, ‘mapping’ and ‘focusing in’, a process that I have begun with the mind-map.


So my next step is to go back to the mind-map and start digging deeper into the literature associated with the fields and sub-fields, identifying the essential texts and key debates, strengthening or troubling the connections and finding out where my research fits in. This is an exciting but potentially overwhelming prospect and I will have to avoid the temptation to keep reading for ever and move systematically but fairly swiftly to the focusing in stage.  I see more mind-maps to come.


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