ABSTRACT
This chapter focuses on methodological problems – and potential solutions – in researching adult education in museums and galleries. In particular, I discuss the methodological framework of a doctoral study which investigated the significance, reasons and impacts behind museums’ shift from the more traditional – mainly transmission-based – pedagogies to the new discourse around learning in the ‘postmuseum’ (Hooper-Greenhill 2000). The research examined the possibilities of such a shift unfolding in the urban context of Dundee, a city of many museums and galleries,1 a long history of adult education and a vibrant community life.
