This project investigates the incorporation of feminist pedagogical approaches within undergraduate graphic design programmes in Vietnam, specifically examining the context of the researcher's workplace, British University Vietnam. Employing an intersectional feminist theoretical lens and Patricia Hill Collins' matrix of domination framework, the study problematises existing non-feminist practices in design higher education by analysing selected case studies.

Through action research methodology, the researcher designed, implemented and documented three workshops with two groups of students at different stages of the undergraduate programme. Drawing from feminist pedagogy literature, the researcher developed an interpretive feminist design pedagogical framework comprising five principles: mastery, voice, authority, positionality and care. This framework was applied in planning and organising feminism-informed workshops.

Research findings gathered through auto-ethnographic notes, reflective questionnaires and focus groups suggest that feminist pedagogical approaches can be successfully integrated into graphic design teaching, offering benefits such as enhanced student engagement, emotional support and a more holistic learning experience.

The study proposes strategies for identifying non-feminist practices and integrating feminist pedagogical approaches in the Vietnamese graphic design education context. However, it also addresses the challenges of implementing these approaches, particularly for a young, female Vietnamese teaching assistant navigating complex power dynamics within the institutional environment.

Work in Higher Education and apply for PhD.