Thinking about the museum's engagement in educational programmes is increasingly adopting a more critical perspective on the implications of a programme in authorizing and defining particular knowledge. While objects are still invoked to define history and culture and to underscore their authority, the museum's claim to educational purposes is being questioned by the museum itself. This has resulted in changes to the ways in which student learning occurs within the museum. Using data gathered during a year-long study of the changing role of a Canadian regional history and ethnology museum, this paper argues that the changing role of the museum prompts reconsideration of their roles not only as sites of knowledge but also as sites of knowledge-production.

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