6. To ask the Scottish Government what action it has taken to ensure that pupils can interact with museums as part of their education to help address racism and the legacy of colonialism. (S6O-03043)

Pupils engage with museums and exhibitions in a number of ways. For example, young people co-curated the “Glasgow—City of Empire” exhibition at Kelvingrove art gallery and museum that was launched in November last year. It is important that we build on that approach, which is why the Minister for Culture, Europe and International Development accepted all the recommendations of the “Empire, Slavery and Scotland’s museums” report last week. They include the recommendation that

“Museums should support efforts to promote and embed race equality and anti-racism in the curricula in a meaningful, effective, and sustainable way.”

We will continue to work with Museums Galleries Scotland to implement that recommendation, which aligns with our new breaking-the-mould anti-racist curriculum principles and supports our programme for government commitment to advance inclusive education and promote a decolonised curriculum.

Last week, I visited Kelvingrove art gallery, which has recently launched the exhibition that the cabinet secretary mentioned. The organisers worked with communities to tell the story of the empire and how it still affects communities in Scotland today. What discussion has the Scottish Government had with Education Scotland regarding access for children across Scotland to such educational exhibitions? How will it ensure that pupils leave school with a robust understanding of racism and colonialism and the impact that they have had on our society?

Mr Choudhury and I have previously exchanged comments in the chamber on that matter, so I recognise his interest in it.

I should say that it is for local authorities to support schools in developing partnerships with Kelvingrove art gallery or other museums in their local areas. However, Education Scotland has an important role to play in facilitating and encouraging links between museums and schools and local authorities. For example, it is planning an online webinar for April this year to raise schools’ awareness about education resources in museums and how to make use of museums as part of the school curriculum. Important practical materials are contained in National Museums Scotland’s Atlantic slave trade learning resources, which support the learning and teaching of the transatlantic slave trade component of a national 5 qualification. Education Scotland will continue to promote such resources to schools.

As we embark on a period of reform in Scottish education, we should be cognisant of the work that Education Scotland has undertaken, and we should support that through the curriculum development that will happen in the coming weeks and months.