Education in Museums and Heritage (EDUMaH)

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

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Nüüd näidatakse 1 - 11 11

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.
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.
Colonialism, empire, and slavery in Scottish museum exhibitions : a qualitative evaluation of policy implementation for critical learning outcomes
(Tartu Ülikool, 2024) McLaughlin, Rhona; Kõresaar, Ene, juhendaja; Brown, Maria, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This dissertation investigates how exhibitions about colonialism, empire and slavery in Scottish museums are designed, experienced and how education is emphasised. This is done through the evaluation of the implementation of recent recommendations from the Steering Group in ‘Empire, Slavery & Scotland’s Museums’. The study aims to address the gap in the Scottish education system and highlight that museums can be a place where different perspectives and alternative histories can be taught, and critical thinking can occur. The research questions were explored through three case study exhibitions; Glasgow – City of Empire, Curating Discomfort, and Plant Journeys: Stories of East Asian Plants in Hornel’s Home and Garden. A qualitative research methodology was employed, involving interviews with museum professionals and personal observations of exhibitions. The research also analyses visitor feedback, collected though focus groups, to evaluate the impact of these exhibitions on the public’s understanding of Scotland’s colonial past and the development of critical thinking. The findings reveal a variance in the degree to which museums have successfully integrated the Steering group recommendations, how education is emphasised and the development of critical perspectives in visitors. There remains a need for more consistent and comprehensive approaches in application of the Steering Group recommendations across the sector. This research contributes to the ongoing discourse on the change of narratives in museums and argues that museum exhibitions can be a productive learning space for complex subjects such as colonialism, empire and slavery. It also sheds light on the gap between polices and action as an area of improvement in museum practices.
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.
Fiction as curatorial practice : rethinking Kyrgyz State Historical Museum through Mukai Elebaev's The Long Way
(Tartu Ülikool, 2025) Rashidova, Asel; Ensel, Remco, juhendaja; Asmer, Kadri, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This thesis explores the curatorial potential of exhibiting a literary novel in a historical museum, focusing on the 1916 Uprising in Central Asia. It examines Mukai Elebaev’s The Long Way and the State Historical Museum in Bishkek as narrative texts, using critical museology, narratology, memory studies, and decolonial theory. Through interdisciplinary analysis and critical museum visit frameworks, the thesis proposes a hypothetical audio-based installation integrating the novel into the museum. Curating emerges as a method blending theory and imagination, aiming to introduce narrative, affective, and decolonial strategies into a post-Soviet, didactic museological context.
Mediating historical legacies at museums : the Reframing Picton exhibition at the National Museum Cardiff
(Tartu Ülikool, 2025) Dewanti, Elisa Kusuma; Iannantuono, Ketty, juhendaja; Jõesalu, Kirsti, juhendaja; Francis, Dennis, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This thesis investigates how Amgueddfa Cymru critically addresses the contested legacy of Lieutenant Thomas Picton in the Reframing Picton exhibition at the National Museum Cardiff. Situated within the broader context of decolonisation and anti-racism practice, this research explores how curatorial strategies, co-curation, and educational programming challenge the perpetuation of Picton’s military achievement and British colonial glory in the museum space. Using a qualitative case study approach, the research examines how the symbolic authority of the portrait of Thomas Picton at the National Museum Cardiff is disrupted, how co-curation practice shapes the museum’s ability to mediate social tensions, and how historical discomfort is ethically navigated to support transformative learning. The reflexive thematic analysis reveals a complex interplay between institutional and collective memory in shaping historical consciousness and a national reckoning. As the dominant narrative of Picton is challenged, the museum became a contact zone where individuals engaged in affective and intellectual dialogue (Clifford, 1997; Schorch, 2015) to construct a more nuanced understanding of Picton’s colonial legacy and his role in perpetuating imperial violence in Trinidad. By foregrounding these dialogic encounters, this study contributes to the field of museum education and public history by demonstrating how museums can serve as safe spaces for negotiating historical discomfort and fostering reflective engagement. Ultimately, this thesis concludes by posing a critical question: in a world where no historical figure is exempt from their contributions to systemic colonial injustice, what stories do we choose to believe?
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.
Scottish museums’ approaches to post-colonial narratives
(Tartu Ülikool, 2024) Terry, Ethan; Grima, Reuben John, juhendaja; Seljamaa, Elo-Hanna, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This research uses Curating Discomfort in the Hunterian Museum and Glasgow – City of Empire in the Kelvingrove Art Gallery and Museum as case studies. This research is the first to examine the new permanent post-colonial displays in these two Scottish museums. The problems addressed are gaps regarding how emerging approaches to post-colonial interpretations can be practically implemented in Scottish museums and how curation processes can be decolonised. The purpose of this research is to determine how Scottish museums present post-colonial narratives, how democratic the curation process was and how effectively these approaches engaged visitors. The research is qualitative and constructivist. The data sources include interviews with relevant museum staff, visitor observations and documentary sources. The data was triangulated and analysed within a multiple case studies design. Whereas the Kelvingrove created an exhibit for these narratives, the Hunterian opted for an intervention centred around existing exhibit space. The key findings show that both projects were curated by temporary curatorial teams managed by an ethnic minority permanent curator. There was minimal outreach to source communities during the curation processes. Glasgow – City of Empire appeals to different types of learners through multiple types of display. Curating Discomfort fails to remind visitors to think critically meaning that the labels too often rely on didacticism. Glasgow – City of Empire prompted more tours of and stops within the space than Curating Discomfort. The research offers a guideline to other museums on how to approach post-colonial projects by highlighting good practice and outlining what pitfalls to avoid.
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.
Understanding community engagement in Bicol museums
(Tartu Ülikool, 2025) Roces, Martina Isabela; Camilleri, Patricia, juhendaja; Annist, Aet, juhendaja; Burns, Helen, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
Discourse on the inclusion and participation of “communities” and “community engagement” in museums has signalled a growing shift toward community-oriented museum practice. This study seeks to understand how four museums in the Bicol Region of the Philippines understand and practice community engagement. It also explores how local residents perceive the role of museums. It draws on interviews with museum professionals and focus groups with local residents. Findings show that the museums frame community engagement as a form of outreach, through a variety of top-down practices ranging from educational programmes to identity building. More participatory approaches, such as collaboration, consultation, and co-creation, are not yet widely adopted in this region. From the locals’ perspective, museums are valued for education and heritage preservation, but there is a desire for them to take stronger stances against issues such as historical revisionism. The study provides insights into the challenges faced by museums in the region and highlights the need for a clearer understanding of “community”, stronger institutional support, and more participatory engagement models in the Philippine museum sector that actively involve and attract both existing and potential visitors.

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Sirvi Education in Museums and Heritage (EDUMaH) Märksõna "muuseumid" järgi