Abstract
Art museum educators are regularly asked to assume greater responsibilities as museums aim to become more public-oriented, socially responsive centers. At the same time, there is a lack of understanding of the roles, qualifications, and preparation of museum educators; often far too little recognition of their vital work; and insufficient acknowledgment of the idiosyncratic experiences that have led these educators to their positions. By employing life history research as a methodological framework, the author’s dissertation research explored the personal and professional identities of a group of art museum educators. Drawing on this study, this article will explore some of the parallels between the sinuous paths that led these educators to this profession.
