Diversity in Fashion

Creating Inclusive Collections in the Academic Environment

Abstract

This paper outlines the supervised practice experiences for projects under- taken during the Fashion Design degree, and it has been structured as descriptive qualitative research. This proposal focuses exclusively on delivering classroom reports that outline the evolution of approaches employed in final dissertations that address the relationship be- tween “Fashion and Inclusion” for people with disabilities. This work or study encompass- es a wide range of topics, including the coherence of the academic curriculum for critical thinking in action research and the interdisciplinarity in fashion collections development. To accomplish the goals of the projects related to “fashion, ergonomics, and inclusion,” we examine the design approaches used in the collections. Additionally, we explore how each student utilizes the techniques and tools of creation in the author’s collection to complete the various stages of the project, with the aim of promoting social inclusion. Maria Celeste de F. Sanches (2017), Milena Mayuri Pellegrino Ogushi and Mara Rúbia Sant’anna (2022), and Luana Novaes et. al. (2022) are authors who contribute to the motivation for under- graduate research. From an alternative perspective, Maria Celeste de Fátima Sanches Mon- temezzo (2003), Itálo Iida (2005), Maria de Fátima Grave (2010), and Ana Cristina Broe- ga and Maria Elisabete Cabeço Silva (2010) highlight the significance of ergonomics in the creation of products for inclusivity. Gui Bonsiepe (1984), B. Löbach (2001), Jones (2005), Treptow (2007), Bruno Munari (2008), Richard Sorger and Jenny Udale (2009), and Aki Choklat (2012) provide sufficient evidence on the methodologies and instruments used in the process of designing fashion collections.