This essay examines the application of Design Justice Principles within an interior design capstone studio to advance decolonizing approaches in design pedagogy. Informed by critical pedagogy and spatial theory, the studio employed participatory co-design practices with two BIPOC-led nonprofit organizations in North Omaha, Nebraska. Through iterative engagement and reflection, students explored power, equity, and inclusion in design. Analysis of reflections and community feedback revealed increased critical awareness, empathy, and culturally grounded, community-responsive design solutions. Findings demonstrate that co-design fosters spatial agency and social responsibility, positioning interior design education as a catalyst for equity and systemic change.
Kendra Locklear Ordia (Tue,) studied this question.
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