Month: March 2023

The global fashion industry is undergoing a significant shift, and the way that we interact with it is changing. For centuries, we have industrialised the earth’s resources and presented fashion through a western lens, associating its influence with beauty, power, and wealth. However, we live in a time where that paradigm is evolving, and we need to utilise our design thinking to problem-solve for the future.

When reflecting upon by peripatetic role throughout this course so far, I have been introduced to Arturo Escobar and his theories surrounding design theory and 
practice. The term “design consciousness” (Escobar, A., 2018) has been particularly inspirational for me as it revalidates my approach towards education and teaching-style. I do agree that as educators and practitioners, we have a responsibility and the opportunity to channel the act of making and designing towards solutions that are in tune with the planet and the people that inhabit it.

The term “radical educator” has come up regularly throughout the theory I have been referencing. Having taught at various levels within a range of institutions, never have I felt more “radical” than now. Joining a faculty world-renowned for promoting the ‘next big thing’ seemed like the right decision to make however, through practice it seems as though the infrastructure that the fashion courses are built upon are outdated, with more established lecturers being resistant to change.

Moving forward on the course, I am intrigued to read more of Escobar’s background and theories in relation to pedagogy. I hope that his theories, alongside others who speak of ecology and anthropology, will help to evidence my “radical” ideas of how to reinstate cultural relevancy into the course.

Response: 01/03/2023 I completely agree with you in terms of seeking validation in achieving a high grade can ultimately fight against the freedom and immersion of self-discovery of your own creative practice. The fact that we work/study creative subjects within a capitalist structure (i.e. a University business model) means that the pressure upon staff and students to achieve high grades (and societal validation) can ultimately affect the way in which we teach, and the way in which the students learn about themselves. Meaning, that judgement is made with a marking criteria, with comparison of students against each other. ‘Success’ as a concept is instilled within creative practitioners, I feel, because ultimately the work that we make is always being judged by someone, at some level. Perhaps if we approached teaching (and grading) in more collaborative ways such as peer-assessment and contractive feedback as well as peer-peer-afirmations, would help to deconstruct the societal viewed instilled upon us of what “high achievement” is. In reference to Gloria Dall’Alba’s theories in “Improving teaching: Enhancing ways of being university teachers”. This would allow us to remind ourselves, and those we teach, that judgement of creative outcomes is subjective.