| Summary: | <p>This paper builds on and contributes to work in the field of museums and galleries in Education. Although a number of studies within the past thirty years have examined the relationship between these spaces and learning, there has not been a strong focus on sixth form students and the role these spaces can have for them, and their subjectivity of themselves as learners. As such, this study provides additional insights into how engagement with museums and galleries can influence how sixth form students perceive both learning, and themselves as learners. Doing so, I explore students’ experiences of visiting three cultural spaces - a combination of two museums and one gallery. This research differs from previous studies in that its preoccupation with sixth form students in this area has not been looked at previously, and through the gathering of qualitative data in an area of Education that is heavily quantitative. Moreover, in doing this it draws strongly on the work of poststructuralist thinkers: Bourdieu, Foucault and Lefebvre in bringing to light the discourses of power which (de)construct identity and subjectivities of self, as a response to experiencing museums and galleries. I argue that engaging with these spaces can impact on how students perceive learning and thus, themselves as learners.</p>
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