Education in Museums and Heritage (EDUMaH)

Selle kollektsiooni püsiv URIhttps://hdl.handle.net/10062/105998

Sirvi

Nüüd näidatakse 1 - 6 6

A study on the impact of the Black Lives Matter movement on public programming in American museums
(Tartu Ülikool, 2024) Kim, Mimi; Debono, Sandro, juhendaja; Jõesalu, Kirsti, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
The Black Lives Matter movement was a key event for bringing attention to the subject of anti-racism in all different spheres of American culture, including museums. This paper seeks to understand whether the movement has had long-term effects on the programming of three American museums, the New Orleans Museum of Art, the Art Institute of Chicago, and the Walker Art Center. By analysing the programs that each museum has conducted between 2019 and 2024, this study will determine if there has been a positive change towards including more anti-racist programming in museums. To give context to the analysis, the American museum system is discussed, as well as the history of Black Lives Matter, and the general state of decolonisation, participatory practices, and public programming in museums.
Beyond barriers : nurturing an inclusive art museum landscape for adults with autism in Scotland
(Tartu Ülikool, 2024) Pursley, Rebecca; Debono, Sandro, juhendaja; Kreegipuu, Tiiu, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
In recent years, the growing recognition of neurodiversity has prompted a critical reassessment of inclusivity within cultural institutions. This desk-based study examines the current accessibility for adults with autism in Scottish art museums, looking at the Burrell Collection, Kelvingrove Art Gallery and Museum, the National Gallery of Scotland, and the Scottish National Portrait Gallery. By analysing existing policies, programs, and physical spaces, this research identifies significant gaps that hinder full participation by neurodiverse individuals. It highlights the challenges faced by autistic adults in navigating museum environments, such as sensory overload, lack of tailored communication, and insufficient staff training. Based on these findings, recommendations for improvement are proposed, advocating for inclusive design principles, enhanced staff education, and the creation of specialised programs. This framework aims to foster a more inclusive museum experience, ensuring that art museums in Scotland can serve as welcoming spaces for all visitors, regardless of neurodiversity.
Beyond the author’s house : the potential for participatory storytelling in general literary museums
(Tartu Ülikool, 2024) Rempel, Sarah; Seljamaa, Elo-Hanna, juhendaja; Debono, Sandro, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This study explores the evolving role of literary museums, traditionally synonymous with writers' house museums, which have historically romanticised authors' lives, acted as markers of education for the elite, and almost exclusively been designed for tourists. The research, focused primarily on the UK and Ireland, examines how in contrast, general literary museums are overlooked cultural assets, demonstrating shifts from passive exhibits toward dynamic, future-focused spaces that foster participatory storytelling, lifelong learning, and wellbeing. Addressing the limitations of treating visitors as observers only, this study asks how literary museums can serve as tools for social action and creativity, empowering audiences to participate in the process. Previous research explores these tensions in relation to literary tourism as well as museums more broadly. Through case studies of the Glasgow Women’s Library and the Museum of Literature Ireland, this research highlights how these two museums utilise storytelling and multipurpose use of space to create inclusive, collaborative learning environments. The findings suggest that literary museums have the capacity to engage and merge traditional and contemporary forms of literacy, empower marginalised voices and contribute to a more inclusive narrative. This work is significant for museum educators and policymakers to realise the potential of literary museums as post-museum spaces, not only engaged with the past but also supporting future generations of critical thinkers, writers and storytellers.
Craft as culture, not artefact : an analysis of the role of museums and heritage centres in Scotland in heritage craft safeguarding
(Tartu Ülikool, 2025) Ramsay, Emma Morag Marie; Seljamaa, Elo-Hanna, juhendaja; Debono, Sandro, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This study explores how Scottish museums and heritage centres safeguard heritage crafts through two case studies: Historic Environment Scotland’s Engine Shed and Skills Training Centre in Stirling, and the Shetland Museum & Archives’ partnership with Eve Eunson. Using a mix of qualitative methods, it examines institutional and practitioner collaborations. The findings reveal the complementary value of formal training and community-led initiatives, emphasizing context-specific safeguarding strategies aligning policy and practice. By documenting initiatives following the UK’s CICH ratification, the study offers timely insights into how cultural institutions support and sustain Scotland’s heritage crafts through engagement, best practices, and adaptive approaches.
Education, engagement and decolonisation in museums : the case of the Nosso Sagrado collection
(Tartu Ülikool, 2025) Araldi, Gabriela; Debono, Sandro, juhendaja; Jõesalu, Kirsti, juhendaja; Francis, Dennis, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This research examines the educational and transformative potential of the Nosso Sagrado collection, an important example of Afro-Brazilian heritage at the Museu da República, Rio de Janeiro, Brazil. Guided by an interpretivist paradigm, it employs a qualitative case study with semi-structured interviews, fieldwork, and a literature and theoretical framework review. Reflexive thematic analysis explored the collection’s role in cultural accessibility, education, and the decolonisation of museum practices. Findings reveal its symbolic and political significance for Afro-Brazilian communities, persistent challenges, and the need for inclusive, community-led strategies. The study positions contested heritage as a catalyst for dialogue, reflection, and social change.
Narratives of display : presenting African artefacts in Central European ethnography museums
(Tartu Ülikool, 2025) Nguema, Elise Annick; Kõresaar, Ene, juhendaja; Debono, Sandro, juhendaja; Sithole, Tawona, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This thesis investigates the display and interpretation of African artefacts in ethnographic museums in Central Europe, specifically Austria, Hungary, and Slovenia. It questions museum neutrality and examines how the presentation of these objects affects public perceptions of African heritage. By analysing museography strategies, the research highlights how design and textual choices shape narratives around these artefacts. The study focuses on how African artefacts are contextualised within national histories, especially since these countries lack a direct colonial past. This research contributes to museum education by addressing the representation of marginalised groups and the social-political implications of permanent exhibitions.

Sirvi

Sirvi Education in Museums and Heritage (EDUMaH) Autor "Debono, Sandro, juhendaja" järgi