Decolonisation in museums is an urgent and evolving discourse that challenges dominant historical narratives, interrogates Western authority over cultural artefacts, and seeks to restore voice and visibility to marginalised communities. In Britain, museums continue to hold vast collections acquired through imperial extraction. Their displays often obscure these colonial origins, reframing artefacts as universal heritage under a Eurocentric gaze. As Abungu (2019) notes, decolonisation requires structural change, rethinking display, interpretation, and who is authorised to tell these stories. Ahamed-Barke (2024) sharpens this provocation by claiming that “to decolonise is to decontextualise”.

Interior design is a discipline concerned with human inhabitation. It provides the capacity for inhabitant identities to inform and be informed by the interior. Interiors are cultural products, reflective of societal identity and taste (Königk & Khan 2015). Following Bourdieu (1979 [1984]), tastemaking is a repeated, cyclic process. As tastemakers, interior designers are responsible for deciding how selected goods are made desirable through responding to, interpreting and shaping the tastes of society. The cyclic nature of interiors is prevalent in the commercial realm. The conventional fit-out lifecycle is governed by lease periods of five years and the physical deterioration of shopfitted elements after ten years of use.

This paper considers the discrepancies in the visual literacy of students prior to entering spatial design education at a public higher-educational institution. Because the school subjects Visual Arts and Engineering Graphics and Design provide feeder skills to visual literacy, students with exposure to these subjects tend to have higher visual literacy than students who are unlikely to have received exposure to these subjects. This is problematic because Visual Arts and Engineering Graphics and Design are not on offer in all public South African schools.