THREE-RIVERS — The idea that has had a Culture Mauricie to bring together academic researchers and stakeholders from the cultural sector, regional continued to demonstrate its relevance. At least that is the impression that has had seeing the interest shown by representatives of the two groups in the context of a panel on non-formal education in cultural institutions, which was held at the Musée québécois de culture populaire on Wednesday.
Remember that Culture Mauricie, through its agreement to Know is in my culture has linked researchers from the UQTR and other academic institutions, with people in the midst of the culture so that they can take advantage of recent advances in research in areas that concern them. With the launch of the book Culture and non-formal education Wednesday, we found a new field of trade. The book, under the direction of Daniel Jacobi, and published by Presses de l’université du Québec sheds light on the concept of non-formal education and attempts to show how it is done in the fields of culture and education.
To discuss this, we invited six speakers from the world of regional culture put in contact with three university researchers who were able to not only clarify certain notions, but to attempt to help the stakeholders in the concrete challenges that they are facing.
On one side, there was Julie Brosseau, the Salon du livre de Trois-Rivières, Dominic Leblanc, Culture Shawinigan, Nancy Kukovica, Culture, Trois-Rivières, Natalie Rousseau, of the OSTR and René Paquin, library service Trois-Rivières. Jason Luckerhoff, professor at UQTR, Michael Bourgatte, a professor and researcher at the catholic Institute of Paris and Ghislain Samson, dean of the academic management and business faculty at the UQTR represented the university came to do part of their studies.
First observation is that for the neophyte: education is not the business of schools, and is intended not only for young people. A visit to a museum, an exhibition hall or library is a learning opportunity, but out-of-school environments or structured programs. More good news is that this type of education is done on a voluntary basis and therefore, in a context of fun. Learning and pleasure, far from being incompatible, would rather be buddies-buddies. It is important, therefore, to offer a shopping experience as pleasant as possible to visitors, so that they all hold back something.
The cultural stakeholders present share common interests and often face the same challenges. They must bring to the school clientele something different from what the school offers but at the same time, make it interesting with school authorities by demonstrating that their content is in line with the school curriculum.
Another dilemma: they must all continue to appeal to their regular clientele, while renewing to get new visitors. This will, believes Jason Luckerhoff, the great challenge of the coming years. Events and institutions are certainly creative and bold, on the one hand, they identify themselves to each other, since they are in competition, but also to attract a public that is increasingly occupied elsewhere.
Professor Michael Bourgatte indicated that the digital consultation at the home is certainly in competition with places of culture, but the willingness of consumers to visit these remains. It is important, according to him, to allow them to leave a trace of their passage, a photograph, for example, which adds value to the visit. The museum, to take an example, can be positioned as a place of socialization where people share a common experience, which distinguishes it advantageously from the digital content. Like what, there is cause for optimism.
If the renewal of the public and its retention are still all kinds of problems and that the solutions do not appear obvious or the cultural stakeholders or researchers, which seems indisputable, it is that the reconciliation between the two groups is a brilliant initiative that can only be beneficial and at the one and the other.