In this article, we look into different texts treating the history of education of interior design. Ever since the interior design discipline has started to seek connection with academia, research on its past has become a negotiation scene for a shared understanding of the discipline, its roots, and its current practice. Academic discourse is characterized by a need to counter perceptions that have pestered the discipline in the past, and have hindered its process toward professionalization. By scanning through the body of theory that has been produced in the past two decades, we search for content that acknowledges the value of historical education and its contribution to a debate on the discipline's identity. After contextualizing this specific kind of research, we not only try to find common ground between different texts that each focus on a specific time period, school, or country, but also aim to unveil the position taken by an author when constructing such a history. All authors showcase a need to use their text as a confirmation of disciplinary distinction—an aspect heavily perpetuated throughout discourse on interior design's identity. To conclude, we propose a different perspective on educational history that transcends a distinction-based narrative by postulating interior design's educational history as a strategy to produce new knowledge.

中文翻译：

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超越基于区别的叙述。作为知识库的室内设计教育史

在本文中，我们研究了处理室内设计教育史的不同文本。自从室内设计学科开始寻求与学术界的联系以来，对其过去的研究已成为对学科、其根源和当前实践的共同理解的谈判场所。学术话语的特点是需要反对过去困扰该学科并阻碍其专业化进程的观念。通过浏览过去二十年产生的理论体系，我们寻找承认历史教育价值及其对学科身份辩论的贡献的内容。在将这种特定类型的研究背景化后，我们不仅试图在各自关注特定时期、学校或国家的不同文本之间找到共同点，而且旨在揭示作者在构建这样的历史时所采取的立场。所有作者都展示了使用他们的文本作为学科区别的确认的必要性——这一方面在整个关于室内设计身份的讨论中都被长期存在。总而言之，我们通过假设室内设计的教育历史作为产生新知识的策略，提出了一种不同的教育历史视角，它超越了基于差异的叙述。所有作者都展示了使用他们的文本作为学科区别的确认的必要性——这一方面在整个关于室内设计身份的讨论中都被长期存在。总而言之，我们通过假设室内设计的教育历史作为产生新知识的策略，提出了一种不同的教育历史视角，它超越了基于差异的叙述。所有作者都展示了使用他们的文本作为学科区别的确认的必要性——这一方面在整个关于室内设计身份的讨论中都被长期存在。总而言之，我们通过假设室内设计的教育历史作为产生新知识的策略，提出了一种不同的教育历史视角，它超越了基于差异的叙述。