ABSTRACT
How to teach an introductory course to the history of design that disrupts the geopolitics of the “West/non-West?” Shifting from a content-based to a skills-based syllabus (one that focuses on ways of seeing, for instance) is an obvious strategy. Remote course delivery offers another possibility: a weekly virtual tour of a museum or site in cities across the planet allows students to literally see things differently. In this chapter, I offer my own thoughts about the geopolitics of perceiving the world in binary terms and the stakes of moving in a different direction by learning visual practices that support sustainable design.
