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Good Educational Practices for the Development of Inclusive Heritage Education at School through the Museum: A Multi-Case Study in Bologna

Author

Listed:
  • Inmaculada Gómez-Hurtado

    (Department of Pedagogy, University of Huelva, 21071 Huelva, Spain)

  • José María Cuenca-López

    (Department of Integrated Didactic, University of Huelva, 21071 Huelva, Spain)

  • Beatrice Borghi

    (Department of Education Sciences, University of Bologna, 40126 Bologna, Italy)

Abstract

This article presents the outcomes and conclusions of a research work designed to determine and describe good inclusive practices for the development of heritage education in schools through museums in the city of Bologna. To this end, we applied a qualitative methodology through the study of four cases, four museums in the city of Bologna, selected for their good practices in educational programmes for schools. Instruments such as interviews, observation, and documentary analysis were used. The results emphasise a close school-museum relationship, with heritage as an agent that enhances people’s identity, a fundamental element in the citizenship development of Bolognese society, and a key aspect for the development of inclusive principles and the care of all people, although improvements in the processes and some limitations in the development of the programmes are perceived. The outcomes highlight the importance of school and museum relations and the development of an inclusive heritage education that advocates a holistic, integrative, and complex approach to heritage, as an essential element in the development of the individual and of society.

Suggested Citation

  • Inmaculada Gómez-Hurtado & José María Cuenca-López & Beatrice Borghi, 2020. "Good Educational Practices for the Development of Inclusive Heritage Education at School through the Museum: A Multi-Case Study in Bologna," Sustainability, MDPI, vol. 12(20), pages 1-22, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8736-:d:432417
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    References listed on IDEAS

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    1. Cosme J. Gómez-Carrasco & Pedro Miralles-Martinez & Olaia Fontal & Alex Ibañez-Etxeberria, 2020. "Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)," Sustainability, MDPI, vol. 12(3), pages 1-21, January.
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    Cited by:

    1. José A. López-Fernández & Silvia Medina & Miguel J. López & Roberto García-Morís, 2021. "Perceptions of Heritage among Students of Early Childhood and Primary Education," Sustainability, MDPI, vol. 13(19), pages 1-16, September.
    2. Ainoa Escribano-Miralles & Francisca-José Serrano-Pastor & Pedro Miralles-Martínez, 2021. "The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education," Sustainability, MDPI, vol. 13(8), pages 1-32, April.
    3. Ainoa Escribano-Miralles & Francisca-José Serrano-Pastor & Pedro Miralles-Martínez, 2021. "Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History," Sustainability, MDPI, vol. 13(9), pages 1-33, April.
    4. José Monteagudo-Fernández & Cosme J. Gómez-Carrasco & Álvaro Chaparro-Sainz, 2021. "Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)," Sustainability, MDPI, vol. 13(12), pages 1-21, June.

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