Relevant bibliographies by topics / School: Museum and Heritage Studies

Academic literature on the topic 'School: Museum and Heritage Studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "School: Museum and Heritage Studies"

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Ismaeel, Dina Ahmed, and Ahlam Mohammed Al-Abdullatif. "The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 32. http://dx.doi.org/10.3991/ijet.v11i04.5300.

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The goal of this study was to investigate students’ views of the interactive Virtual Museum of Al Hassa Cultural Heritage. In this context, a study was carried out during the second semester of the 2014–2015 school year among sixth-grade elementary school students in Al Hassa, Saudi Arabia. After participating in an interactive virtual museum, 118 students answered a questionnaire after the teaching intervention. SPSS v.21 was used to analyze the data. The results indicated that students had a positive attitude toward the use of an interactive virtual museum in cultural heritage education. The results support the inclusion of cultural heritage in the social studies curricula in K–12 education in Saudi Arabia in order to raise awareness and knowledge of national heritage. The results also confirmed the views of experts regarding the importance and the value of virtual museums as a method for effective learning about cultural heritage.
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McCarthy, Conal, and Alison K. Brown. "Editorial." Museum Worlds 10, no. 1 (July 1, 2022): vii—ix. http://dx.doi.org/10.3167/armw.2022.100101.

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Museum studies is an academic and practical field of research that is ever expanding and alive with potential, opportunity, and challenge paralleling the extraordinary growth of museums in every part of the world. Museum Worlds: Advances in Research, launched in 2012, has responded to the need for a rigorous, in-depth review of current work in museums and related industries, including galleries, libraries, archives, and cultural heritage. The inspiration for the journal came from Howard Morphy, Professor of Anthropology at the Australian National University in Canberra, along with founding editors Kylie Message, also at the ANU, and Sandra Dudley from the School of Museum Studies at the University of Leicester.
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Simbirtseva, Natalia A., Galina A. Kruglikova, and Elena B. Plaksina. "Cultural and Educational Practices in the Museum Environment: Transmission of Cultural Heritage." Changing Societies & Personalities 4, no. 4 (December 29, 2020): 492. http://dx.doi.org/10.15826/csp.2020.4.4.113.

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In the age of digitalisation and globalisation, one of the essential tasks addressed at the level of cultural policy, having relevance for all generations, consists in the preservation of cultural heritage. Cultural and educational practices, integrated in the preschool-, school- and higher education environments and aimed at the formation of the worldview and identity of the younger generation, are considered by the authors as effective and relevant mechanisms for transmitting the memory of values, meanings, places, cultural artefacts, etc. Therefore, it seems advisable for the organisers of multi-level projects to address the potential of the museum as a cultural institute. Today, museums are oriented towards a wide variety of visitors, including professionals and creative audiences of all ages, in the presented activities and services. The transmission of cultural memory in the museum environment is implemented not only in traditional ways, but also through contemporary information and media technologies. The introduction of the younger generation to cultural heritage provides them with an opportunity to experience significant values and meanings of the cultural space and time of the city, region, or country at the personal level.
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Harrison-Buck, Eleanor, and Sara Clarke-Vivier. "Making Space for Heritage: Collaboration, Sustainability, and Education in a Creole Community Archaeology Museum in Northern Belize." Heritage 3, no. 2 (May 31, 2020): 412–35. http://dx.doi.org/10.3390/heritage3020025.

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Working with local partners, we developed an archaeology museum in the Creole community of Crooked Tree in the Maya lowlands of northern Belize. This community museum presents the deep history of human–environment interaction in the lower Belize River Watershed, which includes a wealth of ancient Maya sites and, as the birthplace of Creole culture, a rich repository of historical archaeology and oral history. The Creole are descendants of Europeans and enslaved Africans brought to Belize—a former British colony—for logging in the colonial period. Belizean history in schools focuses heavily on the ancient Maya, which is well documented archaeologically, but Creole history and culture remain largely undocumented and make up only a small component of the social studies curriculum. The development of a community archaeology museum in Crooked Tree aims to address this blind spot. We discuss how cultural sustainability, collaborative partnerships, and the role of education have shaped this heritage-oriented project. Working with local teachers, we produced exhibit content that augments the national social studies curriculum. Archaeology and museum education offer object-based learning geared for school-age children and provide a powerful means of promoting cultural vitality, and a more inclusive consideration of Belizean history and cultural heritage practices and perspectives.
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Mastenitsa, Elena N., and Irina A. Kuklinova. "HOMO MUSEICUS: to the anniversary of Lyudmila Mikhailovna Shlyakhtina." Vestnik of Saint Petersburg State University of Culture, no. 1 (46) (March 2021): 93–99. http://dx.doi.org/10.30725/2619-0303-2021-1-93-99.

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The article is devoted to the scientific and pedagogical activities of the candidate of pedagogical sciences, associate professor of the Department of Museology and Cultural Heritage of St. Petersburg State Institute of Culture, Honored Worker of the Higher School of the Russian Federation L. M. Shlyakhtina. Working at the department since its foundation in 1988, she actively participates in the formation and implementation of educational and scientific strategies of this department of the university. As the author of the training courses «Theoretical problems of museology» and «Museum pedagogy», as well as the developer of innovative disciplines of educational programs in the direction of «Museology and protection of cultural and natural heritage» for bachelor’s and master’s degrees, L. M. Shlyakhtina greatly contributed to the professionalization of museum work in Russia. Analyzing the manuals and scientific works created by her and actively used in the educational process, which have become pivotal studies in the field of theoretical museology, museum pedagogy, museological education, the authors state the great personal contribution of L. M. Shlyakhtina in the formation of the scientific school of museology at SPbGIK and in the scientific and methodological support of the training process for the museum industry.
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ALTUKHOVA, SVETLANA. "A MODERN MUSEUM AS A SPACE OF MULTICULTURAL COMMUNICATION: A REVIEW OF CASES OF RUSSIA AND THE UK." History and modern perspectives 2, no. 3 (September 30, 2020): 103–11. http://dx.doi.org/10.33693/2658-4654-2020-2-3-103-111.

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Author considers the issue of transforming the communicative strategy of the modern museum as a promising center for multicultural communication. multicultural communication is understood as a process of interaction between immigrants and the host society. In addition, the inconsistency and ambiguity of understanding the content and consequences of increased immigration, as well as the changes that occur with cultural institutions, also make this story relevant. The author of the article focuses on how a cultural institution such as a museum responds to the challenge of complicated intercultural and multicultural communications in the modern world. The methodological basis for the study is the concept of the «post-museum» and the achievements of the Leyster school of museology in the studies of the communicative and inclusive activities of modern museums. The article presents the author's classification of the levels of work of museums with immigrants and their multicultural communication. The first level is exhibiting and representing the cultural heritage of immigration communities, the second level is attracting immigrants to co-authorship, and the third one is the implementation of comprehensive inclusive work with all ethnic and cultural groups.The highlighted levels are confirmed by real examples and cases from the experience of Russian and British museums, information about which is available on their official websites. In the course of the study, the main conclusions were made. Firstly, to date, there has been a shift in the functional structure of the museum from its custody functions to communication, and the process of interacting with visitors has begun to build on the principle of participation. Secondly, the museum, as a social institution that collects and presents objects of cultural heritage and historical artifacts, works, first of all, with the phenomena of «cultural memory» and «identity», not only representing the latter, but also constructing it through the exposition and museum activity. And thirdly, it is this circumstance that allows museums to become an effective platform for building a multicultural dialogue and processes of social inclusion.
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Wang, Wenrui. "The Ways that Digital Technologies Inform Visitor's Engagement with Cultural Heritage Sites: Informal Learning in the Digital Era." GATR Global Journal of Business Social Sciences Review 10, no. 4 (December 30, 2022): 237–48. http://dx.doi.org/10.35609/gjbssr.2022.10.4(3).

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1. Alivizatou, M. (2019). Digital intangible heritage: Inventories, virtual learning and participation. Heritage & Society, 12(2–3), 116–135. 2. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16(1), 32–47. 3. Bonilla, C. M. (2014). Racial Counternarratives and L atina Epistemologies in Relational Organizing. Anthropology & Education Quarterly, 45(4), 391–408. 4. Britain, T. (2007). How We Are: Photographing Britain. 5. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer Engagement: Conceptual Domain, Fundamental Propositions, and Implications for Research. Journal of Service Research, 14(3), 252–271. https://doi.org/10.1177/1094670511411703 6. Budge, K. (2017). Objects in focus: Museum visitors and Instagram. Curator: The Museum Journal, 60(1), 67–85. 7. Budge, K., & Burness, A. (2018). Museum objects and Instagram: agency and communication in digital engagement. Continuum, 32(2), 137–150. 8. Callanan, M. A., & Oakes, L. M. (1992). Preschoolers’ questions and parents’ explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213–233. 9. Callanan, M., Cervantes, C., & Loomis, M. (2011). Informal learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2(6), 646–655. 10. Cameron, F. (2003). Digital Futures I: Museum collections, digital technologies, and the cultural construction of knowledge. Curator: The Museum Journal, 46(3), 325–340. 11. Cokley, J., Gilbert, L., Jovic, L., & Hanrick, P. (2016). Growth of ‘Long Tail’in Australian journalism supports new engaging approach to audiences. Continuum, 30(1), 58–74. 12. Cole, M., & Consortium, D. L. (2006). The fifth dimension: An after-school program built on diversity. Russell Sage Foundation. 13. European Commission. (2015). i-Treasures: intangible cultural heritage of the past available through advanced modern technologies. 14. Fitts, S., & McClure, G. (2015). Building Social Capital in Hightown: The Role of Confianza in L atina Immigrants’ Social Networks in the New South. Anthropology & Education Quarterly, 46(3), 295–311. 15. Francesca, P. (2017). Final Report on User Requirements: Identification and Analysis. 16. Gade, R. (2009). Event Culture - The Museum and Its Staging (Kopenhagen, 6-7 Nov 09). 17. Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study? Strategic Management Journal, 29(13), 1465–1474. 18. Gillard, P. (2002). Cruising through history wired. Museums and the Web 2002. 19. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children (Vol. 618). Indiana University Press. 20. Hamma, K. (2004). The role of museums in online teaching, learning, and research. First Monday. 21. Henchman, M. (2000). Bringing the object to the viewer: Multimedia techniques for the scientific study of art. 22. Herrgott, C. (2016). Cantu in paghjella: Patrimoine Culturel Immatériel et nouvelles technologies dans le projet I-Treasures. Port Acadie: Revue Interdisciplinaire En Études Acadiennes/Port Acadie: An Interdisciplinary Review in Acadian Studies, 30, 91–113. 23. Howell, R., & Chilcott, M. (2013). A sense of place: re-purposing and impacting historical research evidence through digital heritage and interpretation practice. International Journal of Intangible Heritage, 8, 165–177. 24. King, L., Stark, J. F., & Cooke, P. (2016). Experiencing the digital world: The cultural value of digital engagement with heritage. Heritage & Society, 9(1), 76–101. 25. Lomb, N. (2009). Dip circle used to study the earth’s magnetic field at Parramatta Observatory. 26. Majors, Y. J. (2015). Shoptalk: Lessons in teaching from an African American hair salon. Teachers College Press. 27. Marty, P. F. (2008). Museum websites and museum visitors: digital museum resources and their use. Museum Management and Curatorship, 23(1), 81–99. 28. Moqtaderi, H. (2019). Citizen curators: Crowdsourcing to bridge the academic/public divide. University Museums and Collections Journal, 11(2), 204–210. 29. Müller, K. (2013). Museums and virtuality. In Museums in a digital age (pp. 295–305). Routledge. 30. Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. 31. O’Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938–955. 32. O’Neill, R. (2017). The Rise of the Citizen Curator: Participation as Curation on the Web. University of Hull. 33. Opie, I., & Opie, P. (2000). The lore and language of schoolchildren. New York Review of Books. 34. Pallud, J. (2017). Impact of interactive technologies on stimulating learning experiences in a museum. Information & Management, 54(4), 465–478. 35. Pallud, J., & Straub, D. W. (2014). Effective website design for experience-influenced environments: The case of high culture museums. Information & Management, 51(3), 359–373. 36. Pozzi, F. (2017). Final Report on User Requirements: Identification and Analysis. Unpublished I-Treasures Project Report. 37. Proctor, N. (2010). Digital: Museum as platform, curator as champion, in the age of social media. Curator: The Museum Journal, 53(1), 35. 38. Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. 39. Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. 40. Scribner, S., & Cole, M. (1973). Cognitive Consequences of Formal and Informal Education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559. 41. Song, M., Elias, T., Martinovic, I., Mueller-Wittig, W., & Chan, T. K. Y. (2004). Digital heritage application as an edutainment tool. Proceedings of the 2004 ACM SIGGRAPH International Conference on Virtual Reality Continuum and Its Applications in Industry, 163–167. 42. Taheri, B., Jafari, A., & O’Gorman, K. (2014). Keeping your audience: Presenting a visitor engagement scale. Tourism Management, 42, 321–329. 43. Tan, B.-K., & Rahaman, H. (2009). Virtual heritage: Reality and criticism. 44. Tarlowski, A. (2006). If it’s an animal it has axons: Experience and culture in preschool children’s reasoning about animates. Cognitive Development, 21(3), 249–265. 45. Tate. (2007). How We Are Now at Tate Britain Museum. 46. Taylor, J., & Gibson, L. K. (2017). Digitisation, digital interaction and social media: embedded barriers to democratic heritage. International Journal of Heritage Studies, 23(5), 408–420. 47. UNESCO. (2011). What is Intangible Cultural Heritage? 48. Vygotsky, L. S. (2012). Thought and language. MIT press. 49. Wenger-Trayner, E., Wenger-Trayner, B., & W.-T. (2015). Communities of practice: A brief introduction. 50. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press. 51. Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage.
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Drakaki, Maria. "Exploring the Process of Educational Visits to the Primary schools as an Educational and Cultural Experience. A study based on Empirically Grounded Theory, in parallel with the Perspective of Cultural Communication." Technical Annals 1, no. 1 (December 22, 2022): 317–23. http://dx.doi.org/10.12681/ta.31818.

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The educational visit, regardless of its multiple valuable functions and concepts, is a process of institutionalized education that takes place in places of cultural reference, according to the instructions given in the respective school curricula. It starts at school and ends at school, with an intermediate phase at the Museum. It is, therefore, typically an educational and cultural experience. However, it includes a series of activities that take place in different spaces of identity and philosophy, actions of people from two different scientific and professional fields, interactions of people who approach the process with different means and of course have different goals, needs and motivations. To the pluralism of this peculiar framework of the educational visit are added the qualitative parameters of the condition related to the person who participates and gives a special imprint to the process with his uniqueness, depending on his role. The comparative analysis of three studies on primary school students, teachers and museum professionals sought to provide an explanation from three different groups of subjects actively participating in an educational visit on the identity of the heritage-focused museum experience. The aim was to highlight the points of identification and differentiation in order to improve the effectiveness of the institution with an emphasis on the goals of cultural communication. In other words, how the educational visits as an institutionalized pillar of cultural heritage communication contribute to the formation of awareness attitudes, and the conscious participation of those involved in the whole process.
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KARABUT, Ju. "RESEARCH CENTERS OF DOMESTIC MAKARENKO STUDIES." Pedagogical Sciences, no. 77 (August 28, 2021): 95–99. http://dx.doi.org/10.33989/2524-2474.2021.77.239313.

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The article for the first time in domestic science systematizes the history of formation and development of Ukrainian centers for the study of the creativity heritage of the outstanding teacher and writer A. Makarenko. It is emphasized that Ukraine is an integral and important part of the world Makarenko studies process, it has been at the origins of this area of research and has remained one of its driving forces for many years.The first independent Makarenko center of Ukraine was a research center formed at the Ivan Franko Lviv State University. Its initiator and long-term leader was F. Naumenko, who in the difficult socio-political conditions of the Western Ukrainian community managed to actualize in the first postwar years this promising scientific direction, unite around him young scientists and create a powerful Makarenko school. Authoritative and one of the oldest Ukrainian centers for the study of the heritage of A. Makarenko is the Kharkiv Makarenko School, personified by scientists of the Kharkiv National Hryhoriy Skovoroda Pedagogical University. A characteristic feature of this scientific center is the almost equivalent representation in it of both pedagogical and literary directions of A. Makarenko’s heritage development. The proximity of Poltava V. Korolenko Pedagogical University with the name of an outstanding teacher-reformer inspires bright traditions of research activity of student and teaching staff, including the activities of Makarenko’s student group, Research Laboratory of A. Makarenko and International and All-Ukrainian Makarenko Center, the creation of the State Museum-Reserve A. Makarenko in the village of Kovalivka near Poltava and the Internet resource “Makarenkiana”, holding annual international scientific conferences, unique editions of archival documents and more. Sumy State A. Makarenko Pedagogical University is also a powerful Makarenko center, which has a deep tradition of development of this area of historical and pedagogical science.
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Abano, OP, Isidro. "A Pedagogical Ministry for the Cultural Heritage of the Church in the University of Santo Tomas." Philippiniana Sacra 56, no. 171 (August 3, 2022): 1251–82. http://dx.doi.org/10.55997/5004pslvi171a3.

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The paper is a narration of the University of Santo Tomas’s response to the call of the Church to form most especially the clergy in the area of cultural heritage. As part of her response, the University has established special subjects in the Ecclesiastical Faculties, a Master’s program in Cultural Heritage Studies at the Graduate School, the CCCPET – Center for Conservation of Cultural Property and Environment in the Tropics, and continuous upgrading and development of the UST Museum. All of them have the same end in view, that is, for the formation of the Christian community and Evangelization that started in this country 500 years ago.
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Dissertations / Theses on the topic "School: Museum and Heritage Studies"

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江婉芬 and Yuen-fan Bonnie Kong. "Museum Street, street Museum-[Museum] of Sheung Wan Heritage Trail." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986511.

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Karpinski, Sara. "Contested Spaces: Imagining Berlin's Divided Past Through Debated Sites of Heritage Tourism." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/288011.

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History
M.A.
With the fall of the Berlin Wall and the opening of the borders in November 1989 and eventual unification in October 1990, Berlin faced the distinct challenge of how to create a modern, unified capital city in the center of Europe while the physical landscape continued to reinforce mental divisions. Changing the physical face of Berlin to capitalize on the city's less-traumatic history while promoting an active tourist economy proved the most visually appealing and marketable approach to meet this goal. This study focuses on the impacts of these efforts two heavily debated sites of heritage tourism in Berlin: The Schloßplatz and the Berlin Wall. By applying methods of American Public History and History of Tourism, this paper answers the following question: How can Berlin sites of heritage tourism support the city's tourist economy, properly interpret the history of division and engage a population that carries its own narratives, experiences, and continued consequences of the Cold War? Examination of these sites demonstrates that the histories produced through sites of Cold War heritage tourism continue to propagate the popular narratives of the German Democratic Republic (GDR), but in recent years also demonstrate a notable shift towards engaging a more nuanced understanding of Cold War experience in divided Berlin. In a city only twenty years separated from reunification, Berlin's sites of heritage tourism are increasingly successfully providing their visitors, both supremely local and broadly foreign, with nuanced and critical narratives of Berlins Cold War history.
Temple University--Theses
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Seabela, Motsane Getrude. "Un-silencing Histories of Black Servants at Zwartkoppies Farm : a Transition from the Sammy Marks House to the Sammy Marks Museum." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/75855.

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The study investigates traces and historical origins, socio-economic, political and cultural lives of 'black servants' who worked and lived at the Zwartkoppies Farm and other establishments owned by Sammy Marks through photographs, oral histories and Archives. Furthermore, I interrogate the notion of representation by exploring the house as a colonial object and the site as exclusive and perpetuating divisions in a democratic South Africa. The decision to employ oral histories is so as to give these servants the freedom to represent themselves in a space where their voices have been muted in their presence. The history of labour in Southern Africa serves as my point of departure so as to better frame my research. This study reflects on the effects of colonisation and apartheid characterised by injustices and marginalisation which is to this day still are reflected in the silenced narratives of South Africa's dark history.
Dissertation (MSoSci)--University of Pretoria, 2020.
University of Pretoria Bursary and DITSONG Museums of South Africa Bursary
Historical and Heritage Studies
MSoSci (Heritage and Museum Studies)
Unrestricted
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Sanger, Amanda. "REVEALING LIVES: excavating, mapping and interrogating life histories of women clothing workers from District Six (1940 - present)." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78698.

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This study is a contribution to the programme of memorializing District Six through the site-specific stories that are shared in research, education, and the co-curated spaces of the District Six Museum. When buildings, streets, street names and place names are erased from a landscape; when cultural, economic, religious, and educational spaces are shut down; then people’s connections to place are disrupted, diverted, reimagined, often lost to future linked generations. These connections, however, continue to live on in people’s memories - individual and collective, sometimes lying dormant waiting to be triggered into wakefulness and visibility. In the case of District Six, these memories have lived on as nostalgia about a recent past with the trauma, often, edited out. Consequently, District Six has frequently been rendered as a stereotype - a friendly, unproblematic, tolerant, kanala place, where grand narrative re-enactments provide a sense of closure for some or evokes a sense of renewed anger about the stories not told and the unfulfilled restitution process. The stories of women factory workers are a case in point, where the closing down of factories and the subsequent loss of livelihoods are remembered in two ways. Firstly, through a lens of nostalgia premised on the idea that the past was a better place when we had jobs and could feed our families. Secondly, this recent past is also remembered with a sense of unresolved anger that people are less important than profit margins and real estate - a mentality that resulted in the export of cheap labour factories overseas and gentrification. This study explores the stories of two women clothing workers from District Six. I mapped out the important clothing factories contained in the stories of the two women I interviewed like, for example, the Ensign Factory that was in a section of District Six now rezoned as part of Woodstock. The site and its surroundings have taken on a new corporate brand but still lives with the spectral traces of the old District Six. I make these and other District Six fragments more visible through the stories of Ruth Rosa Phala-Jeftha and Farahnaaz Gilfelleon, using the District Six Museum’s oral history methodology – one steeped in a critical pedagogy where the storytellers have agency and are invited into a co-curated sense-making and interpretive process.
Dissertation (MSocSci)--University of Pretoria, 2020.
Historical and Heritage Studies
MSocSci
Unrestricted
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Morakinyo, Olusegun Nelson. "A historical and conceptual analysis of the African Programme in Museum and Heritage Studies (APMHS)." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5648_1346401876.

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In 1998 the University of the Western Cape together with the University of Cape Town, and the Robben Island Museum introduced a Post-graduate Diploma in Museum and Heritage Studies. This programme was innovative in that not only did it bring together two universities in a programme where the inequalities of resources derived from their apartheid legacies was recognised, but it also formally incorporated an institution of public culture that was seeking to make a substantial imprint in the post-apartheid heritage sphere as part of its structure. In 2003 this programme attracted substantial funding from the Rockefeller Foundation and was rebranded as the African Program in Museum and Heritage Studies (APMHS). While this rebranding of the programme might seem to be innocently unproblematic and commendable as part of the effort at re-insertion of South Africa into Africa after the isolation of apartheid, an analysis of the concepts employed in the rebranding raises serious theoretical, conceptual, and disciplinary questions for heritage studies as an academic discipline and for its connections with other fields, especially the interdisciplinary study of Africa. What are the implications of a programme that brings together the concepts of ʹAfrican-Heritage-Studiesʹ? Does the rebranding signify a major epistemological positioning in the study of Africa or has it chosen to ignore debates on the problematic of the conjunction of the concepts? This study address these issues through a historical and philosophical analysis of the programme, exploring how it was developed both in relation to ideas of heritage and heritage studies in Africa and, most importantly by re-locating it in debates on the changing meaning of 
ʹAfricaʹ in African studies.

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Webb, Brittany. "Materializing Blackness: The Politics and Production of African Diasporic Heritage." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/504409.

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Anthropology
Ph.D.
"Materializing Blackness: The Politics and Production of African Diasporic Heritage” examines how intellectual and civic histories collide with the larger trends in the arts and culture sector and the local political economy to produce exhibitions at the African American Museum in Philadelphia (AAMP) and structure the work that museum exhibitions do to produce race visually for various audiences. Black museums are engaged in the social construction of race through their exhibitions and programs: selecting historical facts, objects and practices, and designating them as heritage for and to their audiences. In tracking this work, I am interested in 1) the assemblages of exhibits that are produced, as a function of 2) the internal logics of the producing institutions and 3) larger forces that structure the field as a whole. Looking at exhibits that engage Blackness, I examine how heritage institutions use art and artifacts to visually produce race, how their audiences consume it, and how the industry itself is produced as a viable consumptive market. Undergirded by the ways anthropologists of race and ethnicity have been explored and historicized race as a social construction I focus on an instantiation of the ways race is constructed in real time in the museum. This project engages deeply with inquiries about the social construction of race and Blackness, such as: how is Blackness rendered coherent by the art and artifacts in exhibitions? How are these visual displays of race a function of the museums that produce them and political economy of the field of arts and culture? Attending to the visual, intellectual, and political economic histories of networks of exhibiting institutions and based on ethnographic fieldwork in and on museums and other exhibiting institutions, this dissertation contextualizes and traces the production and circulation of the art and artifacts that produce the exhibitions and the museum itself as a way to provide a contemporary concrete answer. Overall “Materializing Blackness” makes the case for history and political economy as ghosts of production that have an outsized impact on what we see on exhibition walls, and are as important to the visual work as a result. Further it takes the Black museum as a site of anthropological engagement as a way to see the conjuncture of the aesthetic and the political, the historical and the material in one complicated node of institution building and racecraft in the neoliberal city.
Temple University--Theses
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Sollie, Siri Therese. "Remembrance of the Ottoman Heritage in Serbia : A Field Study at the Ethnographic Museum in Belgrade." Thesis, Uppsala universitet, Centrum för rysslandsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269116.

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The thesis discusses the remembrance of the Ottoman heritage and presentation of Ottoman culture at the Ethnographic Museum in Belgrade. The study emphasizes the role and importance of memory and historical interpretation in the contemporary museum practice at the museum. The historical memories of a collection of 6 curators will be discussed and represented in order to examine the influence these recollections have on the exhibition of culture in the museum. The thesis gives the reader a further understanding of the mechanisms behind the continuous neglect and lack of appreciation of the Ottoman heritage in the Serbian society. In line with the current research within memory studies, this study focus on a museum as a site of memory, or a "lieux de mémoire" in Pierre Nora's term. The author concludes that there is a lack of awareness and emphasis in the museum on the Ottoman heritage. She also argues that the museum as a site of memory does little to provide for an arena where memories of different cultures and identities are channeled and presented in the society. Further studies should also emphasize museum presentations in other Southeast European countries in order to discuss the ways in which folk culture, cultural history and memory are presented to the public.

Master program in International studies - specialization Eurasian studies

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Proffitt, Rebecca J. "The Old Deery Inn & Museum: An Ethnographic Case Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3241.

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This thesis uses qualitative ethnographic research methods to present a case study that explores the multiplicity of meanings and representations that are attached to the Old Deery Inn & Museum in Blountville, Tennessee. Within the community, the Inn functions as a center for cultural memory, with the physical structure itself acting as an artifact that holds community identity. This community narrative contrasts with the official narrative used by tourism entities that markets the Inn as a part of the Appalachian region, situating the Inn within a complex and intricately constructed identity of place that is shaped by lived experiences as well as perceived cultural markers. By unraveling the narratives, this study unpacks the ways that the Inn’s various identities figure into the development of current interpretation and management efforts, and the way that this locally important historical site fits into the larger narrative of tourism marketing in East Tennessee.
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Schottländer, Anna. "Universitetets normala museer : En undersökning om hbtq och Uppsala universitetsmuseer." Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-296962.

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This master thesis in Museum and Cultural Heritage Studies is written as part of the final examination of the Master Program in Archive, Library and Museum and Cultural Heritage Studies at Uppsala university. The study is also done within the framework of the Kulturarvet som högskolepedagogisk resurs vid Uppsala universitet project at Uppsala university.The thesis focus on the university museums in Uppsala and their relationships to LGBTQ. The main theoretical framework consists of queer theory and critical cultural heritage theory. The qualitative methods used are interviews and close reading. The study aims to analyze the way the Uppsala university museum managers talk about museums and LGBTQ and study the legal framework and the political climate in Sweden in regards to LGBTQ-issues at university museums.A central conclusion is a problematic framework surrounding the university museums and LGBTQ. The university museums exist in a gray area between being museums and parts of the university. This means specific laws, regulations, recommendations and guidelines about LGBTQ-issues at museums and universities are hard to apply at the university museums. The Uppsala university museum managers give voice to a situation where the museums lack the recourses and the incentive to deal with the complex issue of LGBTQ representation and perspectives. The close relationship between specific academic fields and the university museums also reflects in the way the museums deal with LGBTQ. This affects the way the museums interact with the university and the public since the museums unintentionally reproduce old heteronormative narratives.
I takt med att föreställningar och attityder i samhället förändras händer även något med museers verksamhet. Både sett till vad museer väljer att fokusera på och vad samhället förväntar sig av verksamheterna. Hbtq har kommit att bli allt mer aktuellt för de svenska museerna under de senaste åren. Denna studie har tittat på hur Uppsala universitetsmuseer förhåller sig till hbtq-perspektiv och -frågor. Studien utgår från kvalitativa intervjuer med museichefer från de fyra universitetsmuseerna som finns i Uppsala. De berörda museerna är Evolutions-museet, Museum Gustavianum, Uppsala linneanska trädgårdar och Medicin-historiska museet. Vad museicheferna berättar och hur de resonerar kring hbtq i relation till sina respektive verksamheter studeras. Likaså omfattar studien en närläsning av Uppsala universitets policydokument och verksamhetsmål, relevant lagstiftning samt kultur- och utbildningspolitiska dokument. I grunden finns ett teoretiskt perspektiv som tar utgång ur queerteori och kritiska kulturarvsstudier. Ett återkommande tema är den komplexa kontexten universitetsmuseerna befinner sig i. Bristen på direktiv och applicerbar lagstiftning innebär att hbtq inte integrerats i universitetsmuseernas verksamhet. Trots att museicheferna visade intresse för frågorna gav de även uttryck för upplevda svårigheter med att integrera och arbeta med hbtq i verksamheterna, vilket återspeglas i avsaknaden av satsningar. Detta kan ses som ett resultat av bortprioritering av frågorna inom Uppsala universitetet bl.a. som följd av en heteronormativt syn inom akademiska fält. Problematiken i relation till detta är att det påverkar vad museerna förmedlar till allmänheten och studenter samt vilka möjligheter det finns att inkludera universitetsmuseer i Uppsala universitets undervisning och forskning.
Kulturarvet som högskolepedagogisk resurs på Uppsala universitet
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Rhodes, Mark A. II. "The Memory Work of Welsh Heritage: Multidimensional landscapes of a multinational Wales." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555693473757734.

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Books on the topic "School: Museum and Heritage Studies"

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Watson, Sheila, Amy Jane Barnes, and Katy Bunning, eds. A Museum Studies Approach to Heritage. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505.

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Jaeger, Stephan. The Second World War in the Twenty-First-Century Museum. Berlin/Boston: De Gruyter, 2020.

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Dech, Uwe Christian. Sehenlernen im Museum: Ein Konzept zur Wahrnehmung und Präsentation von Exponaten. Bielefeld: transcript Verlag, 2003.

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Musical heritage, on level reader states and regions: Harcourt school publishers social studies. [Place of publication not identified]: Holt Mcdougal, 2005.

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Hünnekens, Annette. Expanded museum: Kulturelle Erinnerung und virtuelle Realitäten. Bielefeld: Transcript, 2002.

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Kaiser, Brigitte. Inszenierung und Erlebnis in kulturhistorischen Ausstellungen: Museale Kommunikation in kunstpädagogischer Perspektive. Bielefeld: Transcript, 2006.

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Klein, Alexander. Expositum: Zum Verhältnis von Ausstellung und Wirklichkeit. Bielefeld: Transcript, 2004.

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1959-, Gemmeke Claudia, John Hartmut, and Krämer Harald 1963-, eds. Euphorie digital?: Aspekte der Wissensvermittlung in Kunst, Kultur und Technologie. Bielefeld: transcript Verlag, 2001.

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Scholars, travellers, and trade: The pioneer years of the National Museum of Antiquities in Leiden, 1818-1840. New York: Routledge, 2003.

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Liberating culture: Cross-cultural perspectives on museums, curation, and heritage preservation. London: Routledge, 2003.

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Book chapters on the topic "School: Museum and Heritage Studies"

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Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments, 155–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.

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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
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Woodham, Anna. "Museum studies and heritage." In A Museum Studies Approach to Heritage, 29–43. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505-4.

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Harvey, David C. "Heritage pasts and heritage presents." In A Museum Studies Approach to Heritage, 14–28. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505-3.

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Atkinson, Jeanette. "Steampunking heritage." In A Museum Studies Approach to Heritage, 205–20. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505-17.

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Gerbich, Christine. "Exploring the Futurabilities of Museums. Making differences with the Museum Divan at the Museum for Islamic Art in Berlin." In Cultural Heritage Studies, 229–46. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839464090-013.

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Buchczyk, Magdalena. "Diversifying the Collections at the Museum of European Cultures." In Cultural Heritage Studies, 193–210. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839464090-011.

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Kraamer, Malika, and Amy Jane Barnes. "Un-placed heritage." In A Museum Studies Approach to Heritage, 598–618. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505-46.

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Oswald, Margareta von. "Being Affected. Shifting Positions at the Ethnological Museum of Berlin." In Cultural Heritage Studies, 77–96. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839464090-005.

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Gram, Rikke. "Willkommen im Museum. Making and Unmaking Refugees in the Multaka Project." In Cultural Heritage Studies, 247–60. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839464090-014.

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Richards, Simon. "Weighing up intangible heritage." In A Museum Studies Approach to Heritage, 113–31. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Leicester readers in museum studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315668505-10.

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Conference papers on the topic "School: Museum and Heritage Studies"

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Alonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of three dimensions that compose the new concept of Community School Museum.The first dimension refers to the local community in which each of the schools is located. This not only enhances concepts such as local traditions, society, or sense of belonging, but also connects with them and involves them in the school activity and curricula content.The second dimension is the school, where education curricula and physical space interact to support those types of knowledge that are essential to sustaining human development, using critical thinking, using creativity or cooperation to promote multicultural meanings.The third dimension is the museum, understood as a flexible tool acting as a communication channel (bi-directional), with elements that act as significance bearers. It uses the approach of learning by doing in order to learn to be, one of the four pillars of learning. It also employs the recommendations of the International Committee for Education and Cultural Action and applies the seven areas of the UNESCO Creative Cities Network.Results of the Community School Museum projects show a sound diversity of approaches, which points to the success of the methodology, given that diverse educational, social and cultural contexts give rise to diverse museum contents and designs. One of these results focuses on vernacular heritage.
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Bonacini, Elisa, Davide Tanasi, and Paolo Trapani. "Participatory Storytelling, 3D Digital Imaging and Museum Studies: A case study from Sicily." In 2018 3rd Digital Heritage International Congress (Digital Heritage) held jointly with 2018 24th International Conference on Virtual Systems & Multimedia (VSMM 2018). IEEE, 2018. http://dx.doi.org/10.1109/digitalheritage.2018.8810058.

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Filipski, Tatiana. "The valorization of students museum education within the school – museum – family – community interconnectivity during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p262-267.

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The article reflects on the pandemic crisis impact on museal education of students and touches the problem of collaboration of educational institution with museum, family and community in this period, which is difficult for the entire society. In this context were developed and signed multiple collaboration contracts in the view of museum education process optimisation and educational institution-museum-family-community interoperability, building an online oriented museum education methodology, in which were actively and sistematically involved pupils, students, proffesors, school managers, proffessionals in different domains, and parents. As result of assesment of museum education activities, was especially notified that all involved actors actively shown interest in national and universal heritage, higly apreciating the developed partnership.
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Miotto, Laura. "Using scents to connect to intangible heritage: Engaging the visitor olfactory dimension: Three museum exhibition case studies." In 2016 22nd International Conference on Virtual System & Multimedia (VSMM). IEEE, 2016. http://dx.doi.org/10.1109/vsmm.2016.7863208.

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Сазонова, В. А. "Cultural and educational activities of museums as a tool for preserving intangible cultural heritage." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.57.36.074.

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в статье рассматриваются основные подходы российских музеев к работе с нематериальным наследием в рамках культурно-образовательных проектов на примере кейсов Российского этнографического музея, Государственного музея искусства народов востока, Государственного музея изобразительных искусств имени А.С. Пушкина, Государственного исторического музея и Музея кружева в Вологде. Анализируется их значение в сохранении и популяризации нематериального культурного наследия, а также перспективы цифровой трансформации этого направления деятельности. the article examines the main approaches of Russian museums to work with intangible heritage in cultural and educational projects, using the case studies of the Russian Museum of Ethnography, the State Museum of Oriental Art, the Pushkin State Museum of Fine Arts, the State Historical Museum and Museum of Lace in Vologda. The article analyzes their importance in the preservation and popularization of intangible cultural heritage and the prospects for digital transformation of this activity.
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Gurusamy Naidu, Kribanandan. "Innovative Upgrading of Heritage Buildings: Structural Case Studies." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0435.

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<p>The challenge of integrating old and new in the development of urban spaces is constrained by commercial realities and an ignorance of the value of maintaining historical relevance as society develops. Malaysia has had its fair share of such historical gems being destroyed without much consideration for heritage but there also exists significant projects where proper design and engineering have been applied for conservation and adaptive reuse.</p><p>In this paper innovative options for structural upgrading of masonry buildings is considered using techniques which provide a basis for achieving structural integrity without compromising the visual appearance and historical value. This includes examples of a shop house upgraded following significant settlement due to adjacent construction and an adaptive reuse of a school which was converted into a theatre.</p>
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Plosnita, Elena. "Contributions to ethnographic museography: the scholar Petre Ștefănucă." In Ethnology Symposium "Ethnic traditions and processes", Edition II. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975333788.01.

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One of the main figures of the Romanian ethnographic museography of the interwar period was Petre Ștefănucă, the first Bessarabian who developed the concept of an ethnographic museum and for the first time expressed the idea of organizing a Bessarabian ethnographic museum in Chișinău. The author makes an analysis of the concept elaborated by P. Ștefănucă, concluding that the scientist defined an ethnographic museum as: – a means of saving and researching the ethnographic heritage and as a real living school of knowledge of the Romanian people between the Prut and the Dniester; – a scientific institution discussing a broad issue, that of integrating ethnology into history and, in its light, the relationship between a historical museum and an ethnographic museum; – a general museum, whose collections are based on a large typological diversity of cultural values, but with an emphasis on folk architecture and traditional techniques; – a repository of intangible heritage, suggesting that elements of this heritage be collected from peasants who are keepers of old beliefs and customs. P. Ștefănucă believed that the developed concept can be implemented only when the necessity and usefulness of the ethnographic museum for Bessarabia is realized by the whole society.
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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Sava, Tiberiu B., Cristian Mănăilescu, Gabriela O. Sava, Maria V. Ilie, Oana Gâza, Doru Păceşilă, and Andrei Robu. "Radiocarbon dating, a versatile tool for archaeology, environmental studies and cultural heritage at Bucharest RoAMS laboratory." In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VII). PHYSICS WITH SMALL ACCELERATORS: Proceedings of the Carpathian Summer School of Physics 2018 (CSSP18). Author(s), 2019. http://dx.doi.org/10.1063/1.5091641.

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Rode, Lisa, Blaz Šeme, and Janja Slabe. "ASSESSMENT OF CHROMATIC REINTEGRATION TECHNIQUES AND MATERIALS WITH SIMULATIONS ON MOCK-UPS: THE EXAMPLE OF A POLYCHROME GLAZED CERAMIC PITCHER FROM THE COLLECTION OF THE NATIONAL MUSEUM OF SLOVENIA." In RECH6 - 6th International Meeting on Retouching of Cultural Heritage. València: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/rech6.2021.13538.

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The glazed ceramic pitcher no. N11519 from the National Museum of Slovenia collection presents empirical research and approaches to conserving damaged paintings by testing conservation materials and various reintegration techniques. Studies of specific pigmented retouching paints describe the retouching practice of glaze-like retouching paints. They have been a part of the diploma thesis entitled Ways of reintegration the missing polychrome painting on ceramic pitcher at the Academy of Fine Arts and Design, University of Ljubljana, majoring in Conservation and Restoration of Fine Arts. The reintegration assessment intends to present multilayered paint effects on chromatic reintegration of a large area of reconstructed painting on a ceramic pitcher. A silicone mold was made in the selected area of an extensive paint loss for reintegration samples, from which gypsum casting mock-ups were formed. The practical determination of the chromatic reintegration was to simulate the stratigraphy of the paint layer and the in-glaze method of decorating the pitcher: a white underglaze over which a polychrome painting with overglaze was applied. The practical goal was to get close to the original painting's color, structure, and texture with differing application modes in lines, dots, liquid strokes, and surface smoothing. The chromatic reintegration tests of a glaze painting were perceived with varied and comminated approaches to applying retouching paint media to gypsum mock-ups. This can be achieved by meticulous scrutiny to review and evaluation a medium in the appropriate solvent. The mock-up assessments showed that the most suitable for the glazed pitcher is chromatic reintegration with dotted hatched, using the retouching colors with urea-aldehyde resin Laropal® A 81. The researched methods and the technique of chromatic reintegration on a ceramic pitcher were presented in the exhibition In Good Hands: 60 Years of the Department of Conservation and Restoration of the National Museum of Slovenia
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