“Revelling in the obliqueness”: meaningful reflective pedagogies for fashion design dual professionals

Reflecting on your pedagogy as a fashion educator, and teaching your students in fashion to reflect, are interdependent reflective practices in a fashion education curriculum (James, 2007; McKie, 2022; Orr and Shreeve, 2017). The claim goes that if we practise reflection, we can more effectively encourage our students to reflect on, analyse, evaluate and improve their own learning to inspire critical change within fashion. This discourse aligns with the importance given to reflection in creative arts practice, where ‘reflection, the arts and education go hand in hand’ (Burnard and Hennessey, 2006: ix) and where lecturers encourage students to reflect on their practice through learning journals, sketchbooks and other multi modal forms of reflection (James, 2007; Orr and Shreeve, 2017).