Abstract
The dominant western contemporary fashion business and management-related curriculum at business schools in the United Kingdom continues to uphold an Anglo-Eurocentric narrative, which limits knowledge and practice for local and international students in fostering unbiased and democratic global approaches. This study aims to tackle these pedagogical gaps by using a constructivist approach as a theoretical frame to design and deliver a culturally relevant curriculum and pedagogy (CRCP). The research followed an in-depth three-stage qualitative investigation involving thematic analysis of programme websites and descriptors, key informant interviews with educators, and student-led focus group feedback. Among the major contributions of this study is the creation of a learning framework as a pedagogic device to aid institutions and educators. This exploratory study is the first to examine how to create and deliver a CRCP in the domain of fashion business and management studies and provides important implications.
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