Displayed Objects, Indigenous Identities, and Public Pedagogy

In this article, I describe how one group of student examines indigenous identity formation as dynamic and open to reinterpretation. Drawing on field observations and interviews with students in a 16‐month ethnographic study, I examine how one group of students worked toward understanding how indigenous identity was determined by curatorial authority and historically defined museum practices. I argue that students can question the traditional pedagogical conceptions of indigenous culture that ought to be reconsidered within the public museum, and that working to historicize such conceptions makes more explicit student knowledge production of identity.