Learning outcomes for museum personnel: Qualitative case studies on intersectional community engagement in Malta and Italy

This paper presents findings of a qualitative comparative case study of Palazzo Falson (PF) House Museum in the Mediterranean island-state of Malta, and MUSE Science Museum in Trento, northern Italy. It elaborates the contribution of intersectional perspectives to the study of participatory museums, and investigates ways and extents to which the two museums (can) feature intersectionally inclusive agoras, understood as accessible spaces that engage diverse publics with participatory lifelong education. The museums’ community focus, and contrasting profiles featured among reasons for selection, with a view of discerning transferable insights. Findings informed the identification of general learning outcomes (LOs) for professional development initiatives that target capacity-building of museum personnel to mediate the museum to diverse publics as an intersectional lifelong education agora. A critical review of secondary sources and thematic analysis of interviews held with personnel, flagged differing capacities and resources. MUSE emerges as strong on accessibility and EU-linked initiatives, whilst the house setting of PF offers opportunities for critical alternative readings of domestic artefacts. The six proposed LOs include recognition of the lifelong educator dimension of museum personnel roles, and collaboration in a broad and inclusive network for sustainable development. Recommendations include periodical needs-analysis and participatory research and impact assessments, and museums’ uptake of social audit practices.