THE RESEARCH

ABSTRACT

This research investigates whether a white female educator can contribute to the decolonisation of fashion education, through a self-reflective study on positionality. It aims to identify whether non-white educators in fashion tertiary education, believe that a white female educator and designer, can contribute to decolonising fashion education, considering their positionality could be biased and misapplied towards contributing to an educational framework, that will apply indigenous African content as primary content.  Research in the decolonisation of fashion education has indicated why colonisation of fashion education exists, however has failed to uncover whether a white female educator, who would be considered the oppressor, can contribute towards the decolonisation of fashion education. Semi-structured interviews were conducted with five non-white educators in the tertiary fashion education system. Each of the participants were from a different African cultural background. The data analysis showed that non-white educators believe that it is important for a white female educator to contribute to the decolonisation of fashion education. The significance of this study informs our understanding of how a white female educator can contribute towards the decolonisation of fashion education, as well as what decolonised content should entail.

Keywords: decolonisation; fashion; education; positionality