Narratives of disruption: exploring the identities of Design teachers

Abstract

This chapter describes the extended curriculum environment of a Visual Design diploma course at a university of technology. The authors raise their concern about the intransigence of deeply entrenched Eurocentric conceptualisations of their field and in particular the consequences this holds for their own identity construction and those of their students. In this chapter, the authors reflective activities lay bare the tensions raised by attempts to infuse their teaching practice with decolonization theories.