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Andrea Lioy, University of the Arts London - Central Saint Martins, United KingdomAbstract
This presentation examines the transformation of a writing curriculum through collaborative leadership approaches in a large design course. Drawing on three years of curriculum development at Central Saint Martins' BA Graphic Communication Design program, it demonstrates how writing can be repositioned as a creative practice through methodological innovation. The research addresses two questions: How can collaborative leadership models effectively transform established curriculum units? And how can data feminist principles inform more inclusive writing pedagogies in design education?
The study documents interventions including facilitated collaborative planning workshops with teaching teams, implementation of innovative hybrid technologies for cross-classroom engagement, and the deliberate introduction of data feminist principles to counter traditional approaches. Methodologically, the research combines participatory action research with reflexive practice evaluation.
Findings reveal that collaborative leadership approaches yield greater teaching team commitment and curricular coherence while creating more diverse, inclusive learning experiences. The research demonstrates how technical innovations can enable collaborative learning across previously isolated classroom spaces. Furthermore, the deliberate application of data feminist principles significantly diversified both teaching content and student outputs.
This case study contributes to emerging scholarship on decolonizing design curricula and feminist pedagogies in art and design education. It offers practical strategies for educational leaders seeking to transform writing curricula through collaborative approaches while addressing diversity and inclusion challenges within design education.
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