Building a social justice framework into education a crucial and key to understanding where the attainment gap between White students and BAME, home and international students originates. Referencing the Sabri (2017) report gives a clear indication of the gaps and discrepancies between the attainments of different student groups. These factors might relate to familial support, or difficulties adjusting to the structural design of institutions that create extra hurdles for students of differing backgrounds. In my teaching, I try to use global references that decentre the Eurocentricity of curriculum and knowledge only found in Western art and design education, and underpinning this with historical context. This includes, discussing more than just the race of our students, or addressing anti blackness. It means designing curriculum that point to the structural inequalities that have been built into our education system – and this includes history, and global history – that underpins the racism, capitalism and anti-blackness that is found in all aspects and operations in our world today. We cannot separate UK history from Racism and Slavery, and colonial wars, occupations and imperialism. How different nations have had their own empires and where these migrations and histories relating to art, textile and cloth, and pattern design might coexist and interrupt each other.
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