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Costume and Pedagogy
  • ISSN: 2052-4013
  • E-ISSN: 2052-4021
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Abstract

As professional practice and tertiary education face unprecedented challenges, this Special Issue explores the evolving landscape of costume pedagogy. Climate change, social inequity and technological advancements are just some of the issues which are challenging costume educators to create and implement innovative teaching methodologies and approaches. Their focus includes the decolonization of curricula, emphasizing non-western perspectives and re-emphasizing the importance of critical thinking, problem-solving, collaboration and co-creation in educational settings. Additionally, this Special Issue examines efforts to de-gender costume education, reflecting cultural shifts towards more fluid understandings of gendered identity. The integration of digital technologies in costume design is also illuminated as an emerging learning outcome, recognizing the balance between traditional craft skills, embodied awareness and technological proficiency in engaging students. Contributions come from educators across the globe, working in Australia, Canada, Finland, Italy, New Zealand, the United Arab Emirates (UAE), the United States and the United Kingdom, who offer diverse insights and practices aimed at invigorating costume pedagogy. This global reach is emphasized by the inclusion of practices inspired by the costume-related activities at Prague Quadrennial (PQ2023), demonstrating the enduring impact of such international exchanges. This Special Issue presents a snapshot of current trends and future directions in costume education, ultimately advocating for a dynamic, inclusive and responsive educational environment.

© 2024 Intellect Ltd
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2024-12-27
2026-04-21

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References

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Finding common threads: The future of costume pedagogy and practice
Studies in Costume & Performance 9, 105 (2024); https://doi.org/10.1386/scp_00113_2
/content/journals/10.1386/scp_00113_2
/content/journals/10.1386/scp_00113_2
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  • Article Type: Editorial
Keyword(s): costume teaching and learning; culturally responsive pedagogy; curriculum design; decolonizing practices; education; embodied training; PQ2023

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