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I have witnessed dramatic differences in content on  intersectional themes in different design programmes. Tragically, some design programmes are far behind other disciplines in terms of intersectional content in the curriculum. 

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I have witnessed dramatic differences in content on  intersectional themes in different design programmes. Tragically, some design programmes are far behind other disciplines in terms of intersectional content in the curriculum. 

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depends which curriculum - I would imagine there will be varying approaches across the levels - maybe need to be more specific here.

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Disciplinary fragility was first described geographers working in anti-racist education (Esson and Last 2020). I have found that it usefully describes tensions that arise when educators attempt to bring intersectional content into traditional programmes and institutions.

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No. To be blunt, it never has been and it still retains the structures and trappings of the class society it emerged from and contributes to. Selection in HE is still based on a series of prior and developed privileges (not always, but for most) and, whether design HE likes it or not, this is reflected in most student populations. Again, not always and it has changed somewhat over the years - but the numbers for inclusion and attainment aren't great. 

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No. To be blunt, it never has been and it still retains the structures and trappings of the class society it emerged from and contributes to. Selection in HE is still based on a series of prior and developed privileges (not always, but for most) and, whether design HE likes it or not, this is reflected in most student populations. Again, not always and it has changed somewhat over the years - but the numbers for inclusion and attainment aren't great. 

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Again, this varies significantly and depends on the curricula. As before, if the question is should race, ethnicity and nationality play a role then, absolutely, yes. Design doesn't exist without these conceptions and we don't tend to acknowledge that as much as we could in normative design curricula.

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Again, this varies significantly and depends on the curricula. As before, if the question is should race, ethnicity and nationality play a role then, absolutely, yes. Design doesn't exist without these conceptions and we don't tend to acknowledge that as much as we could in normative design curricula.

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Toolsets that augment existing curricula are sometimes a quick way in - e.g. The Designer's Critical Alphabet by Lesley-Ann Noel. But there is no substitute for it be part of the structure of any curriculum (starting with acknowledging, developing and valorising students' own identities and positions - and not simply repressing these in favour of indoctrination

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Toolsets that augment existing curricula are sometimes a quick way in - e.g. The Designer's Critical Alphabet by Lesley-Ann Noel. But there is no substitute for it be part of the structure of any curriculum (starting with acknowledging, developing and valorising students' own identities and positions - and not simply repressing these in favour of indoctrination

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Not just now (with the exception of some sub-disciplines) - we are even pretty bad at tackling neurodiversity, particularly frustrating given the correlations seen in our subject. But if the question is should intersectionality play a role, then yes, it absolutely should to encourage a greater diversity and social sustainability of thinking.

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Not just now (with the exception of some sub-disciplines) - we are even pretty bad at tackling neurodiversity, particularly frustrating given the correlations seen in our subject. But if the question is should intersectionality play a role, then yes, it absolutely should to encourage a greater diversity and social sustainability of thinking.

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problem of the way the question is formed

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problem of the way the question is formed

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I don't think this is a yes/no answer - in my own experiences as an educator and a parent of a mixed heritage child - it is location specific and depends on the experiences and biases/awareness of the (institution) teaching community itself - A policy driven, firm top-down anti-racist and determined gender parity approach certainly paves way for there to be a more inclusion.

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student perspective and experience of curriculum as well as a trans-disciplinary approach is essential for progress - nothing changes, if nothing changes

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creating opportunity to learn, engage with and embrace difference - whether that be a walk in nature understanding the diversity of more-than-human species or stories of my own relationship to the world(s) and position of being a TCK (third culture child) and belonging in more than one place

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unquestionable if we are to build true equity and social hope

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unquestionable if we are to build true equity and social hope

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In a world where conflict and crises is so prevalent - all opportunity for learning alternative perspectives [to the dominant ones] are essential for conflict transformation

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From the curricula I have seen, I think this varies considerably and it feels like there might be correlations to sub-disciplinary areas (i.e. some tend to be a bit more plural than others and I suspect it's those subjects where plurality and/or critically understanding positions is part of the subject). Some of the most obvious examples of broadening examples can also come across as superficial, whereas structural changes (like embedding criticality/plurality) seem to have more of an effect?

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From the curricula I have seen, I think this varies considerably and it feels like there might be correlations to sub-disciplinary areas (i.e. some tend to be a bit more plural than others and I suspect it's those subjects where plurality and/or critically understanding positions is part of the subject). Some of the most obvious examples of broadening examples can also come across as superficial, whereas structural changes (like embedding criticality/plurality) seem to have more of an effect?