ABSTRACT
Chapter 8 address the issue of learning at the museums and heritage sites in the study. The chapter, drawing on the work of Gert Biesta, identifies the work that the ‘language of learning’ does for both heritage professionals and visitors and argues how this counterintuitively works to facilitate politically conservative performances of reinforcement rather than ‘learning’. The chapter, however, also enumerates the registers of engagement and their emotional repertoires that facilitated learning at the museums and heritage sites in the study and the consequences of this for developing Andrea Witcomb’s concept of ‘pedagogies of feeling’.
