Visual and Performing Arts

Identity in the Making Process: Antiracist Teaching in Graphic Design

Document Type

Book Chapter

Abstract

This chapter describes antiracist teaching actions undertaken in an intermediate graphic design course. The project-based course already focused on engaging students in conceptual development and problem-solving processes in graphic design; antiracist practices were incorporated to support students to explore identity from the perspective of the designer, the client, and the audience of visual communication. Centering students’ own identities, the first project (a collaborative book project) scaffolded students learning about one another to build a sense of community and collaborate with a team and on form making (e.g., design layout, typography). The second project was a client project focused on audience identity. Through visual research, interviews, and client feedback, students learned more about the client's needs and challenges to help develop a graphic design solution. Through the two projects, students learned how their own identity directly impacts their approach to visual communication and how to acknowledge their own assumptions and biases when considering audiences different from themselves. © 2026 selection and editorial matter, Jie Y. Park and Laurie Ross; individual chapters, the contributors.

Publication Title

Towards a Community of Antiracist Praxis in Higher Education: Transformative Principles, Practices, and Resources for the Classroom

Publication Date

1-2025

First Page

155

Last Page

172

ISBN

9781040418444

Keywords

antiracism, graphic design, teaching, identity, curricula

Link to Full Text

Share

COinS