Anti-Fashion: using the sari to decolonise fashion

Today, some estimated 16,000 fashion design students graduate annually from over 326 fashion degree programmes in the UK(Eagle, 2013), with an increasing number of these students coming from international and Black and Minority Ethnic backgrounds (BAME). Yet, in the sector of art and design higher education,teaching staff continue to be predominantly white (Richards, 2017) with fashion design curricula centred around Western-led design and scholarship. How might fashion educators therefore better integrate multiple perspectives and knowledges into fashion design pedagogies?