Article | How inclusive is object-based learning?

I found this article very interesting because it is one of the rare pieces of literature which focuses and reflects extensively on the inclusive opportunities of OBTL and how to use teaching with objects to empower students to critique collections, and the wider hegemonic discourses they embody and express. 

The supplementary file expands on the specific questions in Lelkes’ method and the time allocated for each step. For instance, the document asks “What does the object tell you about the creator, the people who used it, or the people who commissioned or paid for it? What does it tell you about their identity (e.g. gender, sexual orientation, race or ethnicity, social class, faith or religion, disability)?” It is also interesting to note that terms like “gender” or “disability” are defined in a glossary at the end of the document. All this information makes Lelkes’ approach concrete, easy to adapt , and transfer to different objects, fields, and learning objectives. As such, it might be an easy first step toward making OBTL practices more inclusive.