Pedagogies of discomfort. Thyssen-Bornemisza National Museum in the face of social conflicts
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Abstract
This article analyzes how the Education Department of the Thyssen-Bornemisza National Museum addresses social conflicts without taking refuge in neutrality or turning commitment into a reputational label. It proposes a framework of pedagogies of discomfort to distinguish productive friction from moralizing, empty provocation, or the shutdown of debate. The approach combines documentary analysis and interviews to reconstruct design decisions, the distribution of interpretive authority, and the production of publics. The contribution sits at the intersection of historical-artistic heritage and the museum’s historical-educational function
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Discomfort , heritage , conflict , public , injustice , regime of visibility
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