Colonialism, empire, and slavery in Scottish museum exhibitions : a qualitative evaluation of policy implementation for critical learning outcomes

Abstract

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.