Teaching With Textiles: Best Practices for Culturally Responsive Museum Education
This TRC blog was written by Catherine Nesmith, an educator and project manager based in Canada. She holds a PhD in Geography from Cambridge University, and is currently doing a Master's degree in Museum Education at the University of British Columbia. Textiles are a passion. She attended a workshop at the TRC in February 2025.
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Textiles are an element of many museum collections. They represent the materiality of humanity and offer a window into understanding different cultures. This paper will address two areas of best practice for the effective use of textiles in museum education.
Fig. 1. A colourful panel of handmade mola embroidery depicting two birds holding a fish in their talons on a red background. Panama, late 20th century (TRC 2021.1910).
The first section argues that textiles can be an important cultural bridge and a key element in building collaboration between museums and communities, while supporting institutional decolonization goals. The second section focuses on object-based learning as a teaching pedagogy for textiles, recognizing the value of haptic learning, and the importance of incorporating reflective practice, and scaffolding. The paper concludes with a look at future directions and implications for museum education.








