Education in Museums and Heritage (EDUMaH)

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

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  • Pisipilt
    listelement.badge.dso-type Kirje ,
    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.
  • Pisipilt
    listelement.badge.dso-type Kirje ,
    The role of museum education in post-colonial identity formation of Ghanaian youth (18-35 years) : a case study of the National Museum of Ghana, Accra
    (Tartu Ülikool, 2025) Ntiri, Isaac Anim; Vallikivi, Laur, juhendaja; Meerkerk, Edwin van, juhendaja; Sithole, Tawona, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
    This study explores how museum education influences post-colonial identity formation among Ghanaian youth (ages 20–35), using the National Museum of Ghana as a case study. Drawing on Homi Bhabha’s theory of “third spaces,” it examines how curatorial choices and educational programming shape youth perceptions of cultural identity. Findings reveal both connection and disconnection, depending on ethnic representation and narrative inclusivity. The study advocates for participatory approaches, multilingualism, and the amplification of marginalised voices; especially youth and women to foster inclusive identity formation. Qualitative methods include interviews, focus groups, and content analysis, contributing to decolonial museology and educational reform in Ghana.