• Decolonizing the curriculum? Transformation, emotion and positionality in teaching

Cheang, Sarah and Suterwalla, Shehnaz, 2020, Journal Article, Decolonizing the curriculum? Transformation, emotion and positionality in teaching Fashion Theory: The Journal of Dress, Body and Culture, 24 (6). pp. 1-23. ISSN 1751-7419

Abstract or Description:

Decolonizing the curriculum involves more than broadening the canon and revising reading lists. In challenging Eurocentric frameworks and making definitions of ‘fashion’ more inclusive, methods and approaches to teaching itself also require active reconceptualization in a closer questioning of the meaning of decolonised practice. This paper analyses experimental teaching within the MA History of Design programme at the Royal College of Art, London, which aimed to explore decolonial praxis while training postgraduates to critique fashion historiography. The ambition was also to broaden students’ perspectives of deeper reflexivity and wider professional development. We argue that the dismantling of Eurocentric bias and critiquing of institutional systems involves an uncomfortable unpicking of accustomed structures of knowledge that is both the ground zero and the end goal of decolonial histories. In modelling more collaborative modes of teaching, learning and writing, we suggest what a decolonised practice could look like for fashion studies, and the importance of emotion and position within a transformational potential.

Official URL: https://www.tandfonline.com/doi/full/10.1080/13627...
Subjects: Other > Historical and Philosophical studies > V300 History by topic > V370 History of Design
Creative Arts and Design > W200 Design studies
Other > Education > X300 Academic studies in Education
School or Centre: School of Arts & Humanities
Identification Number or DOI: https://doi.org/10.1080/1362704X.2020.1800989
Uncontrolled Keywords: Decolonial; fashion history; teaching; emotion; position
Date Deposited: 17 Aug 2020 10:02
Last Modified: 17 Feb 2022 08:38
URI: https://researchonline.rca.ac.uk/id/eprint/4469
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