Decolonizing the Design Curriculum: Design Process, Shared Understanding, and Collaborative Practices

Design curriculum and pedagogy are implicated in the exclusion, invalidation, and/or decentring of some knowledge systems, and exclusion and marginalisation of certain types of students and educators. This paper discusses curriculum design, knowledge translation, and co-construction in the context of casualisation and coloniality. The paper argues that decolonising design curriculum and pedagogy requires approaches that move beyond inclusive and diverse content toward considering power dynamics inherent in the student-teacher relationships. It approaches decolonising design curriculum and pedagogy as a collaboratively ‘performed practice that enables course coordinator and tutor teaching teams to share control, and tutor teaching teams and students exercise agency

https://doi.org/10.35483/ACSA.Teach.2023.28

Volume Editors
Massimo Santanicchia

ISBN
978-1-944214-44-9