Opening the doors: inclusive creative projects and community engagement in Spanish museums

Participation in culture is a human right. Close collaboration between social, educational and cultural institutions can facilitate access for all members of the community and open new social and educational spaces for those whose right to participate in cultural life has been violated. As part of a...

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Autores: Rojas Pernia, Susana|||0000-0002-4617-241X, Sanahuja-Gavaldà, Josep M., Macho de Cos, Isabel, Montero-Camacho, Mario
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/39679
Acceso en línea:https://hdl.handle.net/10902/39679
Access Level:acceso abierto
Palabra clave:Inclusive museums
Disabilities
Artistic languages
Collaboration
Community participation
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spelling Opening the doors: inclusive creative projects and community engagement in Spanish museumsRojas Pernia, Susana|||0000-0002-4617-241XSanahuja-Gavaldà, Josep M.Macho de Cos, IsabelMontero-Camacho, MarioInclusive museumsDisabilitiesArtistic languagesCollaborationCommunity participationParticipation in culture is a human right. Close collaboration between social, educational and cultural institutions can facilitate access for all members of the community and open new social and educational spaces for those whose right to participate in cultural life has been violated. As part of a European project to promote social inclusion through the arts, this article describes and analyzes two Inclusive Creative Projects (ICP) carried out by social, educational and cultural centers. These collaborative projects were created with the objective of analyzing the key elements to promote inclusion through art and artistic creation in museums. Students from primary and special education schools (n = 74) and adults with intellectual disabilities (n = 12) participated in the two projects. Additionally, staff from arts institutions (n = 12) and socio-educational centers (n = 10), creating spaces for dialogue, reflection and learning in an inclusive context. Qualitative and ethnographic techniques were used to document the process of designing and implementing the projects. Through the field diaries, which included field notes and photographs, the set of visual and creative techniques used to explore personal experiences and the development of the ICPs were recorded. The findings underscore the need to create projects that recognize diversity as an intrinsic characteristic of any human group. They also open avenues for collaboration based on respect and recognition of different skills, experiences and professional trajectories. The projects created spaces for dialogue and learning from and with personal experience, emphasizing processes rather than outcomes. They highlight the need to promote the use of different artistic languages in the creation of inclusive artistic projects, as well as real accessibility. Although implementing the project was complex, collaboration between institutions facilitated the creation of networks that promote professional development and contribute to the development of fairer and more equitable communities.The author(s) declare that financial support was received for the research and/or publication of this article. European project 621441-EPP-1-2020-1-ES-EPPKA3-IPI-SOC-IN funded by the EACEA.Frontiers MediaUniversidad de Cantabria20252025-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/39679Frontiers in Education, 2025, 10, 1595816reponame: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:10902/396792026-06-02T12:39:31Z
dc.title.none.fl_str_mv Opening the doors: inclusive creative projects and community engagement in Spanish museums
title Opening the doors: inclusive creative projects and community engagement in Spanish museums
spellingShingle Opening the doors: inclusive creative projects and community engagement in Spanish museums
Rojas Pernia, Susana|||0000-0002-4617-241X
Inclusive museums
Disabilities
Artistic languages
Collaboration
Community participation
title_short Opening the doors: inclusive creative projects and community engagement in Spanish museums
title_full Opening the doors: inclusive creative projects and community engagement in Spanish museums
title_fullStr Opening the doors: inclusive creative projects and community engagement in Spanish museums
title_full_unstemmed Opening the doors: inclusive creative projects and community engagement in Spanish museums
title_sort Opening the doors: inclusive creative projects and community engagement in Spanish museums
dc.creator.none.fl_str_mv Rojas Pernia, Susana|||0000-0002-4617-241X
Sanahuja-Gavaldà, Josep M.
Macho de Cos, Isabel
Montero-Camacho, Mario
author Rojas Pernia, Susana|||0000-0002-4617-241X
author_facet Rojas Pernia, Susana|||0000-0002-4617-241X
Sanahuja-Gavaldà, Josep M.
Macho de Cos, Isabel
Montero-Camacho, Mario
author_role author
author2 Sanahuja-Gavaldà, Josep M.
Macho de Cos, Isabel
Montero-Camacho, Mario
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Inclusive museums
Disabilities
Artistic languages
Collaboration
Community participation
topic Inclusive museums
Disabilities
Artistic languages
Collaboration
Community participation
description Participation in culture is a human right. Close collaboration between social, educational and cultural institutions can facilitate access for all members of the community and open new social and educational spaces for those whose right to participate in cultural life has been violated. As part of a European project to promote social inclusion through the arts, this article describes and analyzes two Inclusive Creative Projects (ICP) carried out by social, educational and cultural centers. These collaborative projects were created with the objective of analyzing the key elements to promote inclusion through art and artistic creation in museums. Students from primary and special education schools (n = 74) and adults with intellectual disabilities (n = 12) participated in the two projects. Additionally, staff from arts institutions (n = 12) and socio-educational centers (n = 10), creating spaces for dialogue, reflection and learning in an inclusive context. Qualitative and ethnographic techniques were used to document the process of designing and implementing the projects. Through the field diaries, which included field notes and photographs, the set of visual and creative techniques used to explore personal experiences and the development of the ICPs were recorded. The findings underscore the need to create projects that recognize diversity as an intrinsic characteristic of any human group. They also open avenues for collaboration based on respect and recognition of different skills, experiences and professional trajectories. The projects created spaces for dialogue and learning from and with personal experience, emphasizing processes rather than outcomes. They highlight the need to promote the use of different artistic languages in the creation of inclusive artistic projects, as well as real accessibility. Although implementing the project was complex, collaboration between institutions facilitated the creation of networks that promote professional development and contribute to the development of fairer and more equitable communities.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-01-01
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/10902/39679
url https://hdl.handle.net/10902/39679
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, 2025, 10, 1595816
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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