Disrupting notions of collaboration: Investigating the social basis of educational relationships between museums and schools.

This paper examines what is concealed within relationships between museums and schools, and more specifically between art museums and art education to show how implicit forms of power operate to create, maintain and silence barriers to authentic engagement on the part of school-based educators. Analysis draws upon extant research from the museum and education fields and uses a theoretical framework based on Bourdieu to explore different conceptions of how interactions between museums and schools enact, construct, enable and constrain educational opportunities.