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.
Highlights
Heritage education is an emerging line that has been growing by leaps and bounds in recent years
We used the five categories explained in the previous section: what to teach, why to teach, how to teach, what inclusion, and what relationships exist between heritage, emotional education, and inclusion. These categories allowed us to carry out an analysis of the conceptualisation of heritage by the heritage institutions examined, to determine the existing relationships between schools and museums, the type of joint activities they develop, to visualise the objectives of learning for them, the area where they focus it, how the processes of inclusion and accessibility are developed through heritage, and what relationships exist between heritage, emotional education, and inclusion
One example is “A project that focuses on the last year of middle school and we did it within the institutional energy plan to raise the issues of new energy, energy-saving, emission control and so on” (Informant: Manager B, Industrial Museum)
Summary
Heritage education is an emerging line that has been growing by leaps and bounds in recent years. We find research works studying heritage education in both the formal setting [7,8,9,10,11,12] and the non-formal [13,14,15,16,17,18,19], constituting a great breakthrough in this line. Research in the non-formal sphere has been fruitful in relation to the analysis of didactic proposals in heritage interpretation centres and museums [20,21]. Analyses of didactic museum materials such as those performed by [23] show the importance of heritage in the educational area and the interest of research in this field
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