Vallikivi, Laur, juhendajaMeerkerk, Edwin van, juhendajaSithole, Tawona, juhendajaNtiri, Isaac AnimTartu Ülikool. Humanitaarteaduste ja kunstide valdkondTartu Ülikool. Kultuuriteaduste instituut2025-11-212025-11-212025https://hdl.handle.net/10062/117711This 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.enAttribution-NonCommercial-NoDerivs 3.0 Estoniahttp://creativecommons.org/licenses/by-nc-nd/3.0/ee/haridusmuuseumididentiteetnooredGhana (riik)magistritöödThesis