The first Young Graduates in Museums and Galleries (YGMG) internships started in 2005. When I wrote the YGMG programme I was adamant that its students would be inclusive of all the cultures in Britain.
But it is a worrying trend that, often when I speak of YGMG, many think it is confined to black, Asian and minority ethnic (BAME) youths not in education and at risk of offending, and that the programme is closed to “white” students. Working with diverse youths does not automatically mean working with disadvantaged youths. This perception is misleading and, at worst, patronising.
While I support the need for programmes that help young people at risk, there is also a need for programmes that support those beginning to engage with education, especially if they come from backgrounds that are not privileged.
A good number of each year’s YGMG cohort come from single-parent and low-income households. However, they do not wear this as a badge to present themselves to be patronised and pitied. YGMG students want to be seen as equal to, and as intelligent as, their classmates, regardless of their colour or class.
So just because they are well-spoken does not mean they are middle class – it means they are serious about education. Students are accepted on merit. They are broadly academically able, talented and want to further their education. YGMG is an education programme with equality and diversity at its core.
Many students coming on to the programme do not know what museum professionals do and some have never visited a national museum before. Museums are simply not on their radar when thinking of careers.
From 2003-05, I made numerous presentations on YGMG to teachers, parents and students to get them interested. Then, it seemed if you were a clever youth from a state school, museums and galleries were certainly no place for a career. YGMG presents careers in museums and galleries as a viable option.
Not everyone completing the YGMG programme will want to work in the sector, but they will now know why museums and galleries exist and their importance to society.
YGMG seminars encourage students to celebrate the richness of their collective diversity. With specialist trainers, students discuss topics such as stereotyping and xenophobia as well as developing study, communication and presentation skills.
Judging from the positive letters past students send in, we have started taking steps, but we have a long, long way to go.
YGMG6 was launched last month. Hosted by the British Museum, other partners are the Victoria and Albert Museum, the Science Museum, the National Portrait Gallery, the Natural History Museum, the Royal Air Force Museum and Tate.
Matthew Gansallo is the director of the Young Graduates in Museums and Galleries programme
But it is a worrying trend that, often when I speak of YGMG, many think it is confined to black, Asian and minority ethnic (BAME) youths not in education and at risk of offending, and that the programme is closed to “white” students. Working with diverse youths does not automatically mean working with disadvantaged youths. This perception is misleading and, at worst, patronising.
While I support the need for programmes that help young people at risk, there is also a need for programmes that support those beginning to engage with education, especially if they come from backgrounds that are not privileged.
A good number of each year’s YGMG cohort come from single-parent and low-income households. However, they do not wear this as a badge to present themselves to be patronised and pitied. YGMG students want to be seen as equal to, and as intelligent as, their classmates, regardless of their colour or class.
So just because they are well-spoken does not mean they are middle class – it means they are serious about education. Students are accepted on merit. They are broadly academically able, talented and want to further their education. YGMG is an education programme with equality and diversity at its core.
Many students coming on to the programme do not know what museum professionals do and some have never visited a national museum before. Museums are simply not on their radar when thinking of careers.
From 2003-05, I made numerous presentations on YGMG to teachers, parents and students to get them interested. Then, it seemed if you were a clever youth from a state school, museums and galleries were certainly no place for a career. YGMG presents careers in museums and galleries as a viable option.
Not everyone completing the YGMG programme will want to work in the sector, but they will now know why museums and galleries exist and their importance to society.
YGMG seminars encourage students to celebrate the richness of their collective diversity. With specialist trainers, students discuss topics such as stereotyping and xenophobia as well as developing study, communication and presentation skills.
Judging from the positive letters past students send in, we have started taking steps, but we have a long, long way to go.
YGMG6 was launched last month. Hosted by the British Museum, other partners are the Victoria and Albert Museum, the Science Museum, the National Portrait Gallery, the Natural History Museum, the Royal Air Force Museum and Tate.
Matthew Gansallo is the director of the Young Graduates in Museums and Galleries programme
