Education in Museums and Heritage (EDUMaH)

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

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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.
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.
Cross-spatial possibilities : dance heritage transmission in Gyumri
(Tartu Ülikool, 2025) Abrell, Christine Marie; Williams, Deborah, juhendaja; Seljamaa, Elo-Hanna, juhendaja; Yohannes, Hyab, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This study explores the role that museums and heritage/cultural spaces within Gyumri, Armenia, play in the transmission of Armenian ethnographic dance intangible cultural heritage. By conducting qualitative research centring around Hrayrk Traditional Dance Group and the Gyumri Museum of National Architecture and Urban Life, the study examines how practitioner-led initiatives might expand informal educational efforts, harnessing museums and other cultural third spaces in innovative ways for the reembodiment of ethnographic dance as a central component of Armenian community life. Specific avenues could be community-led events of practice, an increased sense of belonging for practitioners, and the addition of historical/cultural context.
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.
Engaging the elderly in museum education : a study of the Age Well sessions at Glasgow museums
(Tartu Ülikool, 2024) Huang, Chia-Yu; Anguix-Vilches, Laia, juhendaja; Laidla, Janet, juhendaja; McColl, Margaret, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This study is created to explore the design and implementation of the Age Well Sessions conducted in Glasgow Museums, aiming to reveal the programme’s foundational philosophies, engaging strategies, and guiding principles. It seeks to capture the frontline designers’ and educators’ perspectives on the programme’s implementation and development in engaging older adults and how these insights constantly shape and support the programme’s evolution. Furthermore, the research explores the identified challenges and opportunities of the sessions in meeting the diverse needs of elderly participants from the initiators’ experience, revealing issues such as resource limitations, transportation, the challenge of reaching minority groups, and so on. Besides this, the study investigates potential future developments or adjustments of the Age Well Sessions to meet the evolving needs of its target audience. By delving into these details, the study may bring broader discussions on ageing, cultural engagement, and the role of museum education in fostering creative ageing and lifelong learning among older adults. This focus underscores the importance of inclusive and accessible museum practices which are helpful to enhance mutual enrichment between museums and the elderly community within the UK’s societal context.
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?
More than power, luxury and sieges : an analysis of interpretative strategies for representing female perspectives in three European castles and palaces
(Tartu Ülikool, 2025) Wojciechowski, Patrícia Kármen; Laidla, Janet, juhendaja; Munteán, László, juhendaja; Wilson, Delia, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This study is set to analyse how female voices are incorporated into the narratives of European castles and palaces, and how different interpretative tools are used to reflect female agency. Through three case studies, examining the permanent exhibitions of Leeds Castle in England, Stirling Castle in Scotland and Wilanów Palace in Poland, the research aims to analyse the impact of various interpretative media, the narrative choices made and the influence of space on narration. The research seeks to enlighten current practices, recurring concerns, areas for improvement, and seemingly effective strategies with the goal of encouraging heritage sites to broaden their focus and incorporate women’s voices into their narratives. It also presents methods that may help diversify historical interpretations while enhancing inclusivity. Through display analysis, this study highlights the potential of enhanced female representation to provide more diverse perspectives on the past and to challenge prior gender structures.
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.
Navigating heritage in transition : educating for the preservation of transforming female shamanism in Gilgit-Baltistan amidst Islamisation and modernity
(Tartu Ülikool, 2025) Shaheen, Farzana; Leete, Art, juhendaja; Mullane, Matthew, juhendaja; Francis, Dennis, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This research explores the transformation and resilience of one of the intangible cultural heritages of Gilgit-Baltistan, Pakistan: female shamanism. Drawing on interviews with shamans from the Hunza and Nagar valleys, this study examines how Islamisation, modernity and patriarchal structures have reshaped ritual authority in the contemporary context. Using thematic analysis and a multi-theoretical lens, it shows how female shamans strategically adapt their practices to survive. While often marginalised, female bitayu continue to demonstrate resilience and agency, reframing rituals and resisting erasure. The study calls for gender-inclusive, culturally grounded approaches to safeguarding indigenous spiritual traditions.
Representation and discourses of otherness : coca leaf and mambear in the Museum of America : (de)colonial thought and indigenous perspectives
(Tartu Ülikool, 2025) Pérez Mora, María Camila; Vallen, Nino, juhendaja; Põldsam, Rebeka, juhendaja; Francis, Dennis, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Kultuuriteaduste instituut
This dissertation investigates how the Museum of America in Madrid represents the Indigenous practice of mambear, often reducing it to stereotypes of drug use and exoticism rooted in colonial narratives. Such portrayals obscure its cultural, spiritual, and social meanings, reinforcing the marginalisation of Indigenous voices. The study pursues two aims: to critically analyse the museum’s discursive construction of mambear, and to explore alternative frameworks that support decolonial understandings of the practice. Grounded in postcolonial and decolonial theory and museum studies, it calls for more inclusive and critical representations that challenge the colonial legacies embedded in institutional discourse.
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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