Abstract Decolonizing the curriculum involves more than broadening the canon and revising reading lists. In challenging Eurocentric frameworks and making definitions of “fashion” more inclusive, methods and approaches to teaching itself also require active reconceptualization in a closer questioning of the meaning of decolonized practice. This paper analyses experimental teaching within the MA History of Design program at the Royal College of Art, London, which aimed to explore decolonial praxis while training postgraduates to critique fashion historiography. The ambition was also to broaden students’ perspectives toward deeper reflexivity and wider professional development. We argue that the dismantling of Eurocentric bias and critiquing of institutional systems involves an uncomfortable unpicking of accustomed structures of knowledge that is both the ground zero and the end goal of decolonial histories. In modeling more collaborative modes of teaching, learning and writing, we suggest what a decolonized practice could look like for fashion studies, and the importance of emotion and position within a transformational potential.

中文翻译：

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非殖民化课程？教学中的转化、情感和定位

摘要 非殖民化课程不仅仅涉及拓宽经典和修改阅读清单。在挑战以欧洲为中心的框架并使“时尚”的定义更具包容性的过程中，教学方法和方法本身也需要积极重新概念化，更深入地质疑非殖民化实践的含义。本文分析了伦敦皇家艺术学院设计史硕士课程的实验教学，该课程旨在在培养研究生批判时尚史学的同时探索非殖民实践。其目标还在于拓宽学生的视野，以实现更深层次的反思和更广泛的专业发展。我们认为，消除以欧洲为中心的偏见和对制度体系的批评涉及对既是零基础又是去殖民历史的最终目标的习以为常的知识结构的令人不安的梳理。在为教学、学习和写作的更多协作模式建模时，我们建议非殖民化实践对时尚研究的影响，以及情感和位置在变革潜力中的重要性。