Education in Museums and Heritage (EDUMaH)

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

Sirvi

Sirvi Education in Museums and Heritage (EDUMaH) Autor "Seljamaa, Elo-Hanna, juhendaja" järgi

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  • Pisipilt
    Kirje
    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.
  • Pisipilt
    Kirje
    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.