Rethinking the Teaching of Design History

Teaching a decolonised design history involves more than broadening the canon, challenging Eurocentric frameworks and making definitions of ‘design’ more inclusive. Methods and approaches to teaching itself also require active reconceptualization and a closer questioning of the meaning of decolonised practice, in order to advocate for a teaching agenda that does more than pay lip service to matters of post-colonialism, institutionalised racism, and the marginalisation of non-European descended perspectives. Co-authored with Shehnaz Sutterwalla, this paper focusses on research-led experimental teaching that has been trialled within the MA History of Design programme at Royal College of Art, in the context of other recent initiatives at London art and design colleges (Central Saint Martins, London College of Fashion, London College of Communication), some of which have been student-led interventions, some tutor-led, and some occurring at a more institutional level (often with an eye to attainment gaps). By analysing examples of experimental teaching which aimed to explore decolonial praxis while training postgraduates to critique fashion historiography and providing wider professional development, we explore how the dismantling of Eurocentric bias and critiquing of 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 and learning, we ask what could a decolonised practice look like? And is it possible to have an activist teaching practice in this area and still meet the expectations of institutions and students alike?