Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project

The increasing heterogeneity in our communities is a reality and a foundational element of modern societies. This article deals with different aspects of political, social and cultural participation, processes of integration and inclusion. The aim of inclusion of all marginalized groups, among other...

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Autores: Gigerl, Monika, Sanahuja-Gavaldà, Josep M., Petrinska-Labudovikj, Rozita, Moron-Velasco, Mar, Rojas Pernia, Susana|||0000-0002-4617-241X, Tragatschnig, Ulrich
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/28012
Acceso en línea:https://hdl.handle.net/10902/28012
Access Level:acceso abierto
Palabra clave:Cultural education
Heterogeneity
Participation for all learners
Inclusive art education
Collaboration between schools and museums
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spelling Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-projectGigerl, MonikaSanahuja-Gavaldà, Josep M.Petrinska-Labudovikj, RozitaMoron-Velasco, MarRojas Pernia, Susana|||0000-0002-4617-241XTragatschnig, UlrichCultural educationHeterogeneityParticipation for all learnersInclusive art educationCollaboration between schools and museumsThe increasing heterogeneity in our communities is a reality and a foundational element of modern societies. This article deals with different aspects of political, social and cultural participation, processes of integration and inclusion. The aim of inclusion of all marginalized groups, among others integrating migrant communities, has to be a process of involving all sides - the local communities with publicly funded cultural institutions, the marginalized groups like migrant communities and the educational institutions in the local area. Therefore, the local community and schools have to be willing to make efforts in addressing interests and needs of all people, especially migrants or persons with disabilities. This paper presents the findings of the data collection in the project INARTdis in the countries Austria, Spain, North Macedonia and Portugal. Firstly, educators from the school and extracurricular sector as well as people from the fields of culture were asked to answer the question: What is inclusive arts education and how can this be promoted through cooperation? The analysis of inclusive access to cultural institutions and arts education was conducted in 2021 using a mixed-method design. Secondly, during museum visits, results on the learners' perspectives were collected. The aim was to find out what makes it easier for visitors to access the museum? The results show that, although the institutions and their professionals assume the principles of inclusion, their implementation is complex, either due to a lack of resources or due to the organizational structure of the arts institutions. All professionals consider that arts education promotes inclusive spaces as it allows for the participation and free expression of its participants. Likewise, they consider that accessibility is not really implemented and that the implementation of activities in arts institutions should favor the participation of users. In conclusion, there is a need to train professionals in inclusive arts education, to encourage collaboration between professionals and to implement inclusive strategies to promote participation and social inclusion.This article is part of the European project 621441-EPP-1-2020-1-ES-EPPKA3-IPI-SOC-IN awarded by the EACEA.Frontiers MediaUniversidad de Cantabria20222022-10-26journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/28012Frontiers in Education, 2022, 1-14.reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/280122026-06-02T12:39:31Z
dc.title.none.fl_str_mv Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
title Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
spellingShingle Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
Gigerl, Monika
Cultural education
Heterogeneity
Participation for all learners
Inclusive art education
Collaboration between schools and museums
title_short Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
title_full Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
title_fullStr Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
title_full_unstemmed Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
title_sort Collaboration between schools and museums for inclusive cultural education: Findings from the INARTdis-project
dc.creator.none.fl_str_mv Gigerl, Monika
Sanahuja-Gavaldà, Josep M.
Petrinska-Labudovikj, Rozita
Moron-Velasco, Mar
Rojas Pernia, Susana|||0000-0002-4617-241X
Tragatschnig, Ulrich
author Gigerl, Monika
author_facet Gigerl, Monika
Sanahuja-Gavaldà, Josep M.
Petrinska-Labudovikj, Rozita
Moron-Velasco, Mar
Rojas Pernia, Susana|||0000-0002-4617-241X
Tragatschnig, Ulrich
author_role author
author2 Sanahuja-Gavaldà, Josep M.
Petrinska-Labudovikj, Rozita
Moron-Velasco, Mar
Rojas Pernia, Susana|||0000-0002-4617-241X
Tragatschnig, Ulrich
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Cultural education
Heterogeneity
Participation for all learners
Inclusive art education
Collaboration between schools and museums
topic Cultural education
Heterogeneity
Participation for all learners
Inclusive art education
Collaboration between schools and museums
description The increasing heterogeneity in our communities is a reality and a foundational element of modern societies. This article deals with different aspects of political, social and cultural participation, processes of integration and inclusion. The aim of inclusion of all marginalized groups, among others integrating migrant communities, has to be a process of involving all sides - the local communities with publicly funded cultural institutions, the marginalized groups like migrant communities and the educational institutions in the local area. Therefore, the local community and schools have to be willing to make efforts in addressing interests and needs of all people, especially migrants or persons with disabilities. This paper presents the findings of the data collection in the project INARTdis in the countries Austria, Spain, North Macedonia and Portugal. Firstly, educators from the school and extracurricular sector as well as people from the fields of culture were asked to answer the question: What is inclusive arts education and how can this be promoted through cooperation? The analysis of inclusive access to cultural institutions and arts education was conducted in 2021 using a mixed-method design. Secondly, during museum visits, results on the learners' perspectives were collected. The aim was to find out what makes it easier for visitors to access the museum? The results show that, although the institutions and their professionals assume the principles of inclusion, their implementation is complex, either due to a lack of resources or due to the organizational structure of the arts institutions. All professionals consider that arts education promotes inclusive spaces as it allows for the participation and free expression of its participants. Likewise, they consider that accessibility is not really implemented and that the implementation of activities in arts institutions should favor the participation of users. In conclusion, there is a need to train professionals in inclusive arts education, to encourage collaboration between professionals and to implement inclusive strategies to promote participation and social inclusion.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-10-26
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/28012
url https://hdl.handle.net/10902/28012
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Frontiers in Education, 2022, 1-14.
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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