Education in Museums and Heritage (EDUMaH)

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

Sirvi

Sirvi Education in Museums and Heritage (EDUMaH) Autor "Kreegipuu, Tiiu, juhendaja" järgi

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  • Pisipilt
    listelement.badge.dso-type Kirje ,
    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.
  • Pisipilt
    listelement.badge.dso-type Kirje ,
    Chinese international students and university museums : engagement and learning at the Hunterian, University of Glasgow
    (Tartu Ülikool, 2025) Yang, Xingyue; Kreegipuu, Tiiu, juhendaja; Cutajar, Maria, juhendaja; Wilson, Delia Bridget, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
    This study examines how Chinese postgraduate students engage with the Hunterian Museum at the University of Glasgow. Using semi-structured interviews with 14 participants, the research explores how informal museum experiences relate to intercultural adaptation, identity, and learning. Guided by theories of third space, adaptation, and informal learning, the study reveals a complex interplay of motivation, emotion, and social context, alongside institutional and cultural barriers. While the Hunterian offers potential as an inclusive space, gaps remain in practice. The findings inform discussions on university museums, student inclusion, and heritage education.