Sociální inkluze v oblasti muzejní edukace : přehled literatury

ADDARIO, Lauren and Miriam LANGER. A University–Museum Partnership for Creative Internships in Cultural Technology. Journal of Museum Education [online]. 2016, vol. 41, no. 4, pp. 275–285 [accessed 2022-12-01]. Available from www: https://www.tandfonline.com/doi/full/10.1080/10598650.2016.1224614. ISSN 2051-6169.

ADIPA, Priscilla. Engaging Spaces, Engaged Audiences: The Socio-Spatial Context of Cultural Experiences in Art Galleries and Art Museums [online]. Ann Arbor: ProQuest LLC, 2017 [accessed 2022-12-01]. Available from www: https://www.proquest.com/pagepdf/1912289966?accountid=16788.

AIDAR, Gabriela. Acciones del Programa de Inclusión Sociocultural. Museu para Todos [online]. São Paulo: Pinacoteca del Estado de São Paulo, 2017 [accessed 2022-12-01]. Available from www: https://museu.pinacoteca.org.br/wp-content/uploads/sites/2/2017/01/GABRIELA_AIDAR_acciones_del_programa_de_inclusion_sociocultural.pdf.

AKMEHMET, Kadriye Tezcan. Museum-Community Partnership in Istanbul Archaeological Museums: School-Museum Days. The international Journal of the Inclusive Museum, 2008, vol. 1, no. 2, pp. 127–139. ISSN 1835-2014. https://doi.org/10.18848/1835-2014/CGP/v01i02/44511

ANILA, Swarupa. Inclusion Requires Fracturing. Journal of Museum Education, 2017, vol. 42, no. 2, pp. 108–119. ISSN 2051-6169. https://doi.org/10.1080/10598650.2017.1306996

Art museums as a source of well-being for people with dementia: an experience in the Prado Museum. Arts and Health, 2018, vol. 10, no. 3, pp. 213–226. ISSN 1753-3023. https://doi.org/10.1080/17533015.2017.1381131

ARTILES, Alfredo J., Nancy HARRIS-MURRI and Dalia ROSTENBERG. Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 2006, vol. 45, pp. 260–268. ISSN 0040-5841. https://doi.org/10.1207/s15430421tip4503_8

AYALA, Iñigo, Macarena CUENCA-AMIGO and Jaime CUENCA. Examining the state of the art of audience development in museums and heritage organisations: a Systematic Literature review. Museum Management and Curatorship, 2020, vol. 35, no. 3, pp. 306–327. ISSN 0964-7775. https://doi.org/10.1080/09647775.201.1698312

BAJAC, Ana María Montserrat. El Museo Escolar como entorno inclusivo para la Educación Artística TT – The School Museum as an Inclusive Environment for Artistic Education. Educación Artística, 2017, no. 8, pp. 32–46. ISSN 1695-8403. http://dx.doi.org/10.7203/eari.8.10045

BARBOSA, Belem and Pedro QUELHAS BRITO. Do open day events develop art museum audiences? Museum Management and Curatorship, 2014, vol. 27, no. 1, pp. 17–33. ISSN 0964-7775. https://doi.org/10.1080/09647775.2012.644694

BELVER, Manuel H. and Clara HERNÁNDEZ. From Velázquez to Picasso: Proposal of Artistic Mediation Activities for People with Dementia. Brac-Barcelona Research Art Creation, 2019, vol. 7, no. 1, pp. 10–29. ISSN 2014-8992. http://dx.doi.org/10.17583/brac.2019.3820

BENNETT, Tony. The Birth of the Museum. London, New York: Routledge, 1995. ISBN 0-415-05388-9.

Bilingual Spanish-English intergenerational groups' experiences in bilingual exhibitions. Museums and Social Issues, 2015, vol. 10, no. 1, pp. 35–51. ISSN 2051-6193. https://doi.org/10.1179/1559689314Z.00000000031

BLACK, Graham. Transforming Museums in the Twenty-first Century. Abingdon, New York: Routledge, 2012. ISBN 978-0-415-61572-3.

BOURDIEU, Pierre, Alain DARBEL and Dominique SCHNAPPER. The Love of Art: European Art Museums and their Public. Stanford, CA: Stanford University Press, 1990. ISBN 0-8047-1558-0.

BRADFORD, Lorena, Abigail DIAZ and Ruth SCHILLING. Expanding Museum Communities: International Perspectives on Access in Exhibition Design and Public Programs. Journal of Museum Education, 2021, vol. 46, no. 1, pp. 38–47. ISSN 2051-6169. https://doi.org/10.1080/10598650.2020.1842624

BUNCH, Lonnie G. The National Museum of African American History and Culture: The Vision. Journal of Museum Education, 2017, vol. 42, no. 1, pp. 8–12. ISSN 2051-6169. https://doi.org/10.1080/10598650.2016.1265850

CANDLIN, Fiona. Blindness, art and exclusion in museums and galleries. International Journal of Art and Design Education, 2003, vol. 22, no. 1, pp. 100–110. ISSN 1476-8070. https://doi.org/10.1111/1468-5949.00343

CHAGAS, Mario, Paula ASSUNÇÃO DOS SANTOS and Tamara GLAS. Sociomuseology in Movement: MINOM Rio Declaration. Museum International, 2012, vol. 64, no. 1-4, pp. 99–106. ISSN 1468-0033. https://doi.org/10.1111/muse.12025

CHAN, Tak Wing and John H. GOLDTHORPE. Social stratification and cultural consumption: The visual arts in England. Poetics, 2007, vol. 35, no. 2-3, pp. 168–190. ISSN 1872-7514. https://doi.org/10.1016/j.poetic.2007.05.002

CHIOVATTO, Mila Milene. Educación líquida. Museu para Todos [online]. 2017 [accessed 2022-11-22]. Available from www: https://museu.pinacoteca.org.br/wp-content/uploads/sites/2/2017/01/MILA_CHIOVATTO_educacion_liquida.pdf.

CLARKE, Rachel and Rosie M. LEWIS. Re-configuring inclusion, decolonising practice: Digital participation and learning in Black women's communityled heritage. Journal of Adult and Continuing Education, 2016, vol. 22, no. 2, pp. 134–151. ISSN 1479-7194. https://doi.org/10.1177/1477971416672323

Creating curriculum connections: A university museum object-based learning project. Education for Information, 2018, vol. 34, no. 2, pp. 113–120. ISSN 1875-8649. https://doi.org/10.3233/EFI-180190

DRUM, Joanne. Working off-site with families with young children at the National Gallery of Ireland. In HACKETT, Abigail, Rachel HOLMES and Christina MACRAE (eds.). Working with Young Children in Museums. London, New York: Routledge, 2020, pp. 151–158. ISBN 978-1-138-35296-4.

FALCHETTI, Elisabetta. Immaginare un futuro migliore. Il patrimonio culturale per il recupero e il reinserimento sociale di giovani soggetti a misure penali. Museologia Scientifica, 2020, vol. 14, pp. 139–151. ISSN 1123-265X.

FALK, John H. Identity and the Museum Visitor Experience. London, New York: Routledge, 2009. ISBN 1-59874-163-2.

FALK, John H and Lynn D. DIERKING. Learning from Museums: Visitor Experiences and the Making of Meaning. Lanham: Altamira, 2000. ISBN 0-7425-0295-3.

FERNÁNDEZ DOS REIS DÍEZ, Ana Mercedes. La creación de valor en el museo y la sociomuseología. Complutum, 2015, vol. 26, no. 2, pp. 199–206. ISSN 1131-6993. http://dx.doi.org/10.5209/rev_CMPL.2015.v26.n2.50430

FLEMING, David. Positioning the museum for social inclusion. In SANDELL, Richard (ed.). Museums, Society, Inequality. London, New York: Routledge, 2002, pp. 72–83. ISBN 0-415-26060-4.

GONZÁLEZ-GARCÍA, Ricardo. Inclusión social de personas con Alzheimer y otras demencias mediante actividades didácticas en museos. El caso del MoMA de Nueva York. Arte, Individuo y Sociedad, 2017, vol. 29, pp. 77–88. ISSN 1131-5598. http://dx.doi.org/10.5209/ARIS.54556

GREK, Sotiria. 'In and against the museum': The contested spaces of museum education for adults. Discourse, 2009, vol. 30, no. 2, pp. 195–211. ISSN 1469-3739. https://doi.org/10.1080/01596300902809237

GRINCHEVA, Natalia. Democracy for Export: Museums Connect Program as a Vehicle of American Cultural Diplomacy. Curator: The Museum Journal, 2015, vol. 58, no. 2, pp. 137–149. ISSN 2151-6952. https://doi.org/10.1111/cura.12104

HARPER, Radiah and Keonna HENDRICK. Doing the Work: A Discussion on Visioning and Realizing Racial Equity in Museums. Journal of Museum Education, 2017, vol. 42, no. 2, pp. 163–168. ISSN 2051-6169. https://doi.org/10.1080/10598650.2017.1306665

HEIN, George E. Learning in the museum. Abingdon, New York: Routledge, 1998. ISBN 0-415-09776-2.

HEIN, George E. Museum Education. In MACDONALD, Sharon (ed.). A Companion to Museum Studies. Malden, Oxford, Carlton: Blackwell Publishing, 2006. ISBN 1-4443-3405-0.

História da indumentária, inclusão e acessibilidade: exposição multissensorial no museu nacional do calçado. Estudios Históricos, 2020, vol. 24. ISSN 1688-5317.

HOOPER-GREENHILL, Eilean. Changing Values in the Art Museum: rethinking communication and learning. International Journal of Heritage Studies, 2000, vol. 6, no. 1, pp. 9–31. ISSN 1470-3610.

HOOPER-GREENHILL, Eilean. Museums and Education. Purpose, pedagogy, performance. New York: Routledge, 2007. ISBN 978-0-415-37936-6.

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, 2016, vol. 11, no. 4, pp. 32–39. ISSN 1863-0383. https://doi.org/10.3991/ijet.v11i04.5300

KEMEZA, Amy Briggs. Embracing Individualism and Encouraging Personal Style in Gallery Teaching. Journal of Museum Education, 2019, vol. 44, no. 2, pp. 147–154. ISSN 2051-6169. https://doi.org/10.1080/10598650.2019.1594566

KINSLEY, Rose Paquet. Inclusion in museums: a matter of social justice. Museum Management and Curatorship, 2016, vol. 31, no. 5, pp. 474–490. ISSN 0964-7775. https://doi.org/10.1080/09647775.201.121196

KOLB, Bonita M. Marketing for cultural organizations: New strategies for attracting audiences to classical music, dance, museums, theatre and opera. 2nd ed. London: Thomson Learning, 2005. ISBN 1-84480-213-2.

KREUZER, Pia and Daniel DREESMANN. Exhibitions and beyond: The influence of an optional course on student teachers' perceptions and future usage of natural history museums. Journal of Science Teacher Education, 2017, vol. 28, no. 8, pp. 651–673. ISSN 1573-1847. https://doi.org/10.1080/1046560X.2017.1400803

Learning Communities Finding Common Ground for the Common Good. Journal of Museum Education, 2019, vol. 44, no. 1, pp. 53–68. ISSN 2051-6169. https://doi.org/10.1080/10598650.2018.1563746

Leaving no one behind: the imperative of inclusive development. Report on the World Social Situation 2016. New York: United Nations Publications, 2016. ISBN 978-92-1-130336-0.

LÓPEZ, Jordi, Ercilia GARCÍA and Elena PÉREZ. Art museum visitors: interaction strategies for sharing experiences. Journal of Museum Management and Curatorship, 2014, vol. 29, no. 3, pp. 241–259. ISSN 0260-4779.

Los museos de arte como mecanismos de inclusión y exclusión social en el arte y en la sociedad: un estudio de caso en Chile. Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas, 2015, vol. 10, no. 3, pp. 723–737. ISSN 2178-2547.

LORD, Barry. The Manual of Museum Learning. Lanham: Altamira, 2007. ISBN 0-7591-0971-0.

MITHLO, Nancy Marie and Aleksandra SHERMAN. Perspective-Taking Can Lead to Increased Bias: A Call for 'Less Certain' Positions in American Indian Contexts. Curator: The Museum Journal, 2020, vol. 63, no. 3, pp. 353–369. ISSN 2151-6952. https://doi.org/10.1111/cura.12373

MARTINS, Patrícia Roque. Engaging the d/Deaf Audience in Museums: A Case Study at the Calouste Gulbenkian Museum. Journal of Museum Education, 2016, vol. 41, no. 3, pp. 202–209. ISSN 2051-6169. https://doi.org/10.1080/10598650.20.1193316

MIDDLETON, Margaret and Alicia GREENE. Trans Narratives in Children's Museums. Journal of Museum Education, 2018, vol. 43, no. 3, pp. 220–227. ISSN 2051-6169. https://doi.org/10.1080/10598650.201.1495984

MIKLOŠEVIĆ, Željka. Fostering inclusion in art museums through mobile digital content. Muzeológia a kultúrne dedičstvo, 2021, vol. 9, no. 4, pp. 5–19. ISSN 2453-9759. https://doi.org/10.46284/mkd.2021.9.4.1

MOHAMMED, Izzy. Developing the Inclusive Model. In LANG, Caroline, John REEVE and Vicky WOOLLARD (eds.). The Responsive Museum. Hampshire, Burlington: Ashgate, 2006, pp. 93–94. ISBN 0-7546-4560-6.

MONZÓ, Rafael, Paula JARDON and Clara Isabel PÉREZ. Análisis de una experiencia de ocio inclusivo para mayores afectados de demencia y Alzheimer en el Museu Comarcal de L'Horta Sud (Torrent, Valencia). ENSAYOS: Revista De La Facultad De Educacion De Albacete, 2019, vol. 34, no. 1, pp. 149–162. ISSN 2171‐9098.

MORI, Rafael Cava and Ana Cláudia KASSEBOEHMER. Estratégias para a inserção de museus de ciências no estágio supervisionado em ensino de química. Química Nova, 2019, vol. 42, no. 7, pp. 1–9. ISSN 1678-7064. http://dx.doi.org/10.21577/0100-4042.20170392

Museum Definition. In ICOM International Council of Museums [online]. 2022 [accessed 2022-08-30]. Available from www: https://icom.museum/en/resources/standards-guidelines/museum-definition/.

MUZI, Antonella. Musei e inclusione : coinvolgere gli adolescenti nei musei scientifici attraverso l'alternanza scuola-lavoro. Alcune buone pratiche. Museologia Scientifica, 2019, vol. 13, no. 11, pp. 22–27. ISSN 1123-265X.

NG, Wendy, Syrus Marcus WARE and Alyssa GREENBERG. Activating Diversity and Inclusion: A Blueprint for Museum Educators as Allies and Change Makers. Journal of Museum Education, 2017, vol. 42, no. 2, pp. 142–154. ISSN 2051-6169. https://doi.org/10.1080/10598650.201.1306664

On the problem of formation of the future teacher's willingness to the museum materials usage in teaching and educational process of university. IEJME – Mathematics Education, 2016, vol. 11, no. 6, pp. 1607–1620. ISSN 1306-3030.

PABLOS GONZÁLEZ, Laura and Olaia FONTAL MERILLAS. La accesibilidad en los museos españoles: evaluación de programas de educación patrimonial para personas con TEA. Educatio Siglo XXI, 2020, vol. 38, no. 1, pp. 99–118. ISSN 1989-466X. https://doi.org/10.6018/educatio.413431

PETERS, Tomas. Capital Cultural y Participación Cultural en Chile: Apuntes históricos, propuestas emergentes. In PINTO PANZER, Tal (ed.). Encuesta Nacional de Participación Cultural 2017. Gobierno de Chile: Consejo Nacional de la Cultura y las Artes, 2017, pp. 34–51. ISBN 978-956-352-277-8.

PETTICREW, Mark and Helen ROBERTS. Systematic Reviews in the Social Science. A Practical Guide. London: Blackwell, 2006. ISBN 1-4051-2110-6.

Repatriation, Public Programming, and the DEAI Toolkit. Journal of Museum Education, 2021, vol. 46, no. 1, pp. 27–37. ISSN 2051-6169. https://doi.org/10.1080/10598650.2020.1847501

RICE, Danielle. Museums: Theory, Practice, and Illusion. In MCCLELLAN, Andrew (ed.). Art and its Publics: Museum Studies at the Millennium. Malden, Oxford, Carlton: Blackwell Publishing Ltd, 2003, pp. 77–96. ISBN 0-631-23047-5.

RODRIGUES ALVES DOS SANTOS, Fabio, Melissa DE LIMA MACEDO and Ruth Maria MARIANI BRAZ. Acessibilidade nos Museus. Museologia & Interdisciplinaridade, 2020, vol. 9, no. 18, pp. 471–479. ISSN 2238-5436. https://doi.org/10.26512/museologia.v9i18.30412

ROPPOLA, Tiina. Designing for the Museum Visitor Experience. New York, London: Routledge, 2012. ISBN 978-0-415-89184-4.

SANDELL, Richard. Museums and the combating of social inequality: roles, responsibilities, resistance. In SANDELL, Richard (ed.). Museums, Society, Inequality. London, New York: Routledge, 2002, pp. 3–23. ISBN 0-415-26060-4.

SANDELL, Richard. Museums as Agents of Social Inclusion, Museum Management and Curatorship, 1998, vol. 17, no. 4, pp. 401–418. ISSN 0964-7775.

SANDELL, Richard. Social Inclusion, the Museum and the Dynamics of Sectoral Change. Museum and Society, 2003, vol. 1, no. 1, pp. 45–62. ISSN 1479-8360.

SANDOVAL ÁLVAREZ, Benjamín. ¿Inclusión en qué? Conceptualizando la inclusión social. Ehquidad: Revista Internacional De Políticas De Bienestar Y Trabajo Social, 2016, vol. 5, pp. 71–108. ISSN 2386-4915. https://doi.org/10.15257/ehquidad.2016.0003

SAYERS, Esther. "Equality of Intelligences": Exploring the Barriers to Engagement in Modern and Contemporary Art through a Peer-to-Peer Workshop at Tate Modern. International Journal of Art and Design Education, 2014, vol. 33, no. 3, pp. 355–364. ISSN 1476-8070. https://doi.org/10.1111/jade.12065

SHEIN, Paichi Pat, David SWINKELS and Chi Chen CHEN. Equitable Access to Informal Science Education Institutions. Asia-Pacific Education Researcher, 2019, vol. 28, no. 2, pp. 159–170. ISSN 0119-5646. https://doi.org/10.1007/s40299-018-0422-1

SIMON, Nina. The Participatory Museum. Santa Cruz: Museum 2.0, 2010. ISBN 0-615-34650-2.

Speaking of change in Charlotte, North Carolina: How museums can shape immigrant receptivity in a community navigating rapid cultural change. Museums & Social Issues: A Journal of Reflective Discourse, 2015, vol. 10, no. 2, pp. 117–133. ISSN 2051-6193. https://doi.org/10.1179/1559689315Z.00000000039

SULLIVAN, Nikki and Craig MIDDLETON. Queering the Museum. London, New York: Routledge, 2020. ISBN 978-0-815-35962-3.

TAYLOR, Chris. From Systemic Exclusion to Systemic Inclusion: A Critical Look at Museums. Journal of Museum Education, 2017, vol. 42, no. 2, pp. 155–162. ISSN 2051-6169. https://doi.org/10.1080/10598650.2017.1305864

The Museum educator's manual: educators share successful techniques. Lanham: Altamira, 2009. ISBN 0-7591-1166-9.

THERIAULT, Sam and Beth REDMOND JONES. Constructing Knowledge Together: Collaborating with and Understanding Young Adults with Autism. Journal of Museum Education, 2018, vol. 43, no. 4, pp. 365–374. ISSN 2051-6169. https://doi.org/10.1080/10598650.2018.1525657

TLILI, Anwar. Behind the policy Mantra of the inclusive museum: Receptions of social exclusion and inclusion in museums and science centres. Cultural Sociology, 2008, vol. 2, no. 1, pp. 123–147. ISSN 1749-9763. https://doi.org/10.1177/1749975507086277

TOJAL, Amanda Pinto da Fonseca. Acción Educativa Inclusiva en Museo de Arte: Programa Educativo para Públicos Especiales. In Museu para Todos [online]. 2017 [accessed 2022-11-22]. Available from www: https://museu.pinacoteca.org.br/wp-content/uploads/sites/2/2017/01/AMANDA_TOJAL_accion_educativa_inclusiva_en_museo_de_arte.pdf.

WRIGHT, Denise. Engaging Young Children and Families in Gallery Education at Tate Liverpool. International Journal of Art and Design Education, 2020, vol. 39, no. 4, pp. 739–753. ISSN 1476-8070. https://doi.org/10.1111/jade.12322

WYLDER, Viki Thompson and Marcia MEALE. The Story Project: A Model for Achieving Profound Inclusion in Museums. The International Journal of the Inclusive Museum, 2009, vol. 2, no. 1, pp. 109–124. ISSN 1835-2022.

YOUNG, Iris. Inclusion and Democracy. Oxford: Oxford University Press, 2000. ISBN 0-19-829755-6.

¿Qué opinan los adolescentes sobre los museos y la didáctica? Didáctica de las Ciencias Experimentales y Sociales, 2017, no. 31, pp. 23–38. ISSN 2255-3835. https://doi.org/10.7203/dces.31.8795