Unexpectedly the term decolonise caused quite a bit of stir in the respondents, perhaps using “broadening ways of seeing” or using the term “non-Western” in the research question will bring the focus a bit more on the topic.
There are some practical suggestions such as reading groups and workshops with grass root organisations, but because so much of the teaching is 1 to 1 and small group, it really relies on the tutor to change internally and externally in order to effect change and for the change to be apparent.
However, as a student suggested in their response, the curriculum is very much geared towards the western framework, there is a need to think about it at course revalidation. This has definitely motivated me to take an active role in changing the course structure.
One of the suggestions that really made an impression is the sculpture seminars that my colleague runs, how she introduces the canonical texts but invite students to question and take this apart. This has prompted me to think about ways of designing my seminars, and also has made me work hard in undoing and unlearning what I have learned at Chelsea.
As a next step, I want to liaise with colleagues in fine art across UAL to join forces in understanding how other courses are doing on this effort.
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