معرفی
Andrew Slatter is a Senior Lecturer in Contextual and Theoretical Studies (CTS) within the Design School at London College of Communication, part of University of the Arts London. With over 15 years of teaching experience in higher education and a professional graphic design career spanning decades, he focuses on developing inclusive curricula that address decolonization and intersectionality through active-learning and writing as practice methods.
- MA with Distinction in Academic Practice in Art, Design and Communication (UAL, 2025)
- MA with Distinction in Design Writing Criticism (UAL, 2010)
- BA First Class Honours in Visual Communication Design (Ravensbourne, 1995)
- PGCE with Distinction (University of Essex, 2013)
Slatter's research and teaching emphasize the intersection of graphic design, critical theory, and educational innovation. He has contributed extensively to decolonizing design education, promoting inclusive learning environments, and exploring the legacy of Radical Modernism and the Basel School. His work often involves curating exhibitions and symposia that bridge academic writing with visual outcomes, such as the Word Matters! and The Word Counts! exhibitions. He also investigates the role of design in social advocacy, notably through projects addressing LGBTQ+ visibility and HIV stigma.
His professional activities include hosting symposia on Dutch design groups like Hard Werken and contributing to initiatives like Creative Mindsets aimed at reducing attainment gaps in higher education. His design philosophy draws from systematic methodologies rooted in the teachings of Armin Hofmann, Emil Ruder, and Dan Friedman's Radical Modernism.
- Senior Fellow, Advance HE (2020)
- External Examiner for MA Graphic Design at Open College of the Arts (2024–present)
- External Examiner for BA Graphic Design at University for the Creative Arts (2019–2024) and University of Westminster (2015–2019)
Slatter's academic contributions include collaborative teaching practices, archival research, and publications that integrate theory with studio practice. He actively participates in design education networks and curatorial projects that challenge traditional pedagogical frameworks.
