Abstract

This article explores the potential of short videos as tools for public pedagogy that advance museum decolonization discourses, driving social movements for heritage restitution. Focusing on the viral Chinese video series "Escape from the British Museum," the research combines a close reading of the media text with a thematic analysis of audience comments on social media. By applying Dieter Rucht's (2017) social movement framework, it examines how these videos mobilize public discourse for social change, build online networks with a collective identity, and inspire public protest against colonial legacies. While celebrating the series' effectiveness in enhancing public understanding of museum decolonization and restitution, the article also addresses the challenges posed by short videos, including their limitations in prompting direct action and fostering sustained international collaboration.

Keywords: Museum Decolonization, Restitution, Public Pedagogy, Social Movement, Short Video, Storytelling, Social Media

How to Cite:

Zhang, L., (2025) “"Escape from the British Museum": The role of short videos in public pedagogy and social movements”, Journal of Cultural Research in Art Education 42(1), 81-103. doi: https://doi.org/10.2458/jcrae.7421