Abstract
This paper revisits “Stories from Our Wardrobe”, an action-research addressing the challenges of facilitating student collaborations and fostering design exploration among diploma design students. Employing storytelling, zines, and exhibition-making, the research aims to cultivate designers ready for the challenges of the 21st century. It references and challenges Singapore’s Ministry of Education’s framework of 21st-century competencies, which aspires to develop students who are active contributors, self-directed learners, and confident individuals. Beyond an industry-focused curriculum, it proposes classroom conditions that promote mutual learning, adaptability, collaboration, and exploration. Drawing from a diverse source of qualitative data from student surveys, interviews, and reflections, the research advocates for a shift towards engaged pedagogy in design education. This paradigm values personal narratives as integral to the learning experience and presents the possibility of harnessing them to design culturally relevant curricula. The initiative encourages students outside of dominant fashion narratives to tell new, authentic stories that resonate with diverse and global audiences. It seeks to empower students to critically engage with their cultural contexts and develop a deeper understanding of their own creative processes. By shifting the culture within diploma education, which often values commercial outcomes over reflective introspection, this approach fosters educational practices that inspire a new generation of learners to make an impact in the future fashion industry. The project highlights the importance of creating a supportive learning environment that encourages experimentation, personal growth, and the development of a unique creative voice.
Presenters
Pixie TanLecturer, School of Fashion, LASALLE College of the Arts, University of the Arts Singapore, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Engaged Pedagogy, Design Exploration, Personal Narratives, Mutual Learning, Reflective Introspection
