A STEP Forward: Systemic Targeted Educational Progress in Decolonising the Curriculum

An integrative methodology for Systemic Targeted Educational Progress (STEP) examined ways to begin decolonising the curriculum in higher education. The STEP model offers a creative approach to learning and teaching from a decolonisation perspective within the study of textiles. British textile design curriculums traditionally overlook and underrepresent the diversity of individuals who have contributed and continue to advance the discipline in academia and industry. One impact is students limited subject knowledge and comprehension including an awareness of global perspectives, diverse narratives and alternative identities, thus creating an intelligence gap. A proactive STEP approach can be replicated across disciplines and institutions.

Presented at Advance HE Equality, Diversity and Inclusion 2024: The future is now: Building EDI practice for the changing world of HE Conference, 6-7 March, Liverpool, United Kingdom

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