Abstract
Design education has historically been shaped by Western-centric frameworks, often overlooking the diverse knowledge systems, cultural practices, and design philosophies of non-Western societies. This study critically examines the need for decolonizing design curricula by integrating multicultural perspectives that challenge the dominance of Eurocentric design methodologies. Through an analysis of indigenous knowledge systems, local design traditions, and contemporary design education, this research proposes a framework for curriculum reform that fosters inclusivity and cultural equity. The study highlights the significance of questioning established design canons and broadening historical narratives to recognize the contributions of designers and craftspeople from the Global South. It also addresses the power dynamics embedded within design education, which often marginalize non-Western perspectives, and explores strategies for creating more culturally responsive pedagogical practices. Key recommendations include incorporating local design traditions, promoting community engagement, and fostering cultural sensitivity in design education. By advocating for a more inclusive approach, this research contributes to the ongoing discourse on educational equity and the role of cultural representation in design. The findings offer insights into transforming design education to better reflect the diverse global realities of design practice, preparing future designers to engage with a more complex and interconnected world.
Presenters
Karthika VijayanAssistant Professor, Fashion and Lifestyle Accessories, National Institute of Fashion Technology, Himachal Pradesh, India
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Decolonization, Design Education, Curriculum Reform, Multiculturalism, Indigenous Knowledge, Cultural Representation
