{"id":8768,"date":"2021-01-08T11:23:29","date_gmt":"2021-01-08T16:23:29","guid":{"rendered":"https:\/\/www.ceros.com\/inspire\/?p=8768"},"modified":"2021-04-21T11:43:57","modified_gmt":"2021-04-21T15:43:57","slug":"design-education-diversity","status":"publish","type":"post","link":"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/","title":{"rendered":"Diversity in the Classroom: How Design Education Needs to Change"},"content":{"rendered":"<span class=\"rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">Reading Time: <\/span> <span class=\"rt-time\">7<\/span> <span class=\"rt-label rt-postfix\">minutes<\/span><\/span>\n<p>\u201cI love the color palette.\u201d<\/p>\n\n\n\n<p>That wasn\u2019t the feedback that this freshman design student of color was expecting when he put his painting up for critique inside a Rhode Island School of Design studio. He had been working on a response to the quintessential Old Master motif of Christ being baptized, drawing influence from everyone from Da Vinci to Poussin. He called it, \u201cWaiting in the Lobby to be Baptized,\u201d and he\u2019s painted other famous artists\u2014including Andy Warhol\u2014right alongside himself in the lobby.<\/p>\n\n\n\n<p>\u201cI\u2019m standing next to someone who\u2019s, like, revered, highly\u2014and white,\u201d he said of his work in Eloise Sherrid\u2019s documentary <em>The Room of Silence<\/em>. \u201cAnd I made sure that he was glowing white.\u201d&nbsp;<\/p>\n\n\n\n<p>But to his disappointment, his classmates didn\u2019t get very far in their formulation of race\u2019s function in the work. He was left with that feedback, and little else. \u201cAll this other shit that I have in this piece, and you like the <em>color palette<\/em>?\u201d he said.<\/p>\n\n\n\n<p>This is part of a phenomenon that RISD students describe as \u201c<a href=\"https:\/\/www.browndailyherald.com\/2016\/04\/07\/risd-students-faculty-members-gather-to-decry-campus-racism\/\">the room of silence<\/a>,\u201d hence the title of Sherrid\u2019s documentary. When race or identity surfaces in a predominantly white classroom, white students\u2014and even white teachers\u2014have nothing to say about it. That\u2019s because, for the most part, white people don\u2019t know, and aren\u2019t taught, <a href=\"https:\/\/eyeondesign.aiga.org\/from-students-to-educators-a-conversation-on-breaking-power-structures-navigating-nepotism-building-community-in-design-education\/\">how to talk about race<\/a>.&nbsp;<\/p>\n\n\n\n<div style=\"position: relative;width: auto;padding: 0 0 73.86%;height: 0;top: 0;left: 0;bottom: 0;right: 0;margin: 0;border: 0 none\" id=\"experience-5ff8807dc6b2a\" data-aspectratio=\"1.35382956\"><iframe allowfullscreen=\"\" src=\"\/\/view.ceros.com\/ceros-marketing\/test-pull-quote-2-2-2-1-1-2-1-1-1-1-1-2-1-1-1-1-1-3-2-1-1-1-2-2-2-3-1-1-2-1?heightOverride=927\" style=\"position: absolute;top: 0;left: 0;bottom: 0;right: 0;margin: 0;padding: 0;border: 0 none;height: 1px;width: 1px;min-height: 100%;min-width: 100%\" frameborder=\"0\" class=\"ceros-experience\" title=\"Design Education PQ1\" scrolling=\"no\"><\/iframe><\/div><script type=\"text\/javascript\" src=\"\/\/view.ceros.com\/scroll-proxy.min.js\" data-ceros-origin-domains=\"view.ceros.com\"><\/script>\n\n\n\n<p>But the difficulties faced by art and design students of color extend far beyond white silence during critique. Here are a few ways in which designers, educators, and students are trying to address some of the current issues plaguing design education.<\/p>\n\n\n\n<h2>Who\u2019s Learning? Design Students by the Numbers<\/h2>\n\n\n\n<p>Design education continues to be rarified white spaces. For a better understanding, <a href=\"https:\/\/datausa.io\/profile\/cip\/500409\">consider<\/a> the number of degrees awarded in Graphic Design by race and ethnicity in 2017:&nbsp;<\/p>\n\n\n\n<ul><li>White students: 5,108 degrees awarded<\/li><li>Hispanic or Latino students: 1,538 degrees awarded<\/li><li>Black or African American students: 757 degrees awarded<\/li><\/ul>\n\n\n\n<figure class=\"wp-block-image\"><img src=\"https:\/\/www.ceros.com\/inspire\/wp-content\/uploads\/sites\/5\/2021\/03\/img_6048f247302ff.png\" alt=\"\"\/><figcaption><a href=\"https:\/\/datausa.io\/profile\/cip\/500409\">From DataUSA.io<\/a><\/figcaption><\/figure>\n\n\n\n<p>For educators on the front lines, the questions about who has access to design education start early. That\u2019s why so many mentorship programs seek to introduce young minds to design as early as possible. For example, Ontario College of Art &amp; Design University\u2019s <a href=\"http:\/\/www.blackocadu.ca\/bydi\/\">Black Youth Design Initiative<\/a> seeks to empower young people to make connections and understand how to make an impact through structured thinking. The design school also has a program called Blackreach, which introduces Black preteens to various areas of design with the help of professionals, students, and faculty. Dr. Dori Tunstall, the OCAD dean of faculty who started the program, said in a <a href=\"https:\/\/news.berkeley.edu\/2019\/01\/25\/berkeley-talks-transcript-dori-tunstall\/\">lecture at Berkeley<\/a> that part of the power of Blackreach is twofold. Firstly, the program connects design with communities, and secondly, it also connects design thinking to problem solving and leadership.<\/p>\n\n\n\n<p>Experiencing the power of design in family systems is part of the impetus that got designer and architect <a href=\"https:\/\/www.aishadb.com\/\">Aisha Densmore-Bey<\/a> to start <a href=\"https:\/\/www.aishadb.com\/Future-Prep-101-1\">Future Prep 101<\/a>, a design seminar for high school students. Future Prep 101 seeks to replicate Densmore-Bey\u2019s childhood exposure to design\u2014she had an uncle who was an architect, attended a specialized high school for design with predominantly students of color, and then attended a historically Black college to study design. Because of that exposure, she <a href=\"https:\/\/educators.aiga.org\/shift-2020\/\">said<\/a>, \u201cDesign was never something that I thought that I couldn\u2019t do.\u201d Densmore-Bey hopes to provide both students and parents the opportunity not just to see the value of the practice, but also the sustainability of it as an industry worth pursuing. This means also preparing students for the rigorous schedule you have to manage in design school. \u201cIt\u2019s irresponsible, if they haven\u2019t even had an art class, [to] expect them to negotiate the culture of design school,\u201d said Densmore-Bey of the current educational pipeline.<\/p>\n\n\n\n<h2>Who\u2019s Teaching? Inviting in More Faculty<\/h2>\n\n\n\n<p>It\u2019s not just the students of design that face institutionalized racism\u2014faculty deals with it, as well. \u201cYou know, you\u2019d be surprised at how many people are doing design work or design thinking that are outside of formal design departments,\u201d said <a href=\"https:\/\/www.cdm.depaul.edu\/Faculty-and-Staff\/Pages\/faculty-info.aspx?fid=1435\">Christina Harrington<\/a>, a professor at DePaul University, during a panel discussion at <a href=\"https:\/\/wherearetheblackdesigners.com\/\">Where Are the Black Designers<\/a>. \u201cWe have to really look at what it means to not have that representation, for students to come in and not see themselves.\u201d<\/p>\n\n\n\n<p>This is both empowering\u2014that students interested in design can still get an education by forging their own path\u2014but it also speaks to the lack of representation with the faculty in most design education programs around the country. <a href=\"https:\/\/www.ceros.com\/inspire\/originals\/diversity-in-design-workplace\/\">OCAD<\/a>, for one, has been on the forefront of progressive hiring, and it\u2019s made notable reparations to both Black and Indigenous artists through the creation of new tenure track positions.&nbsp;<\/p>\n\n\n\n<p>But OCAD isn\u2019t the only school. Preston Scott Cohen, an architecture professor at Harvard\u2019s Graduate School of Design, spoke recently about the program\u2019s plan to implement new teaching fellowships\u2014this plan would be similar to the fellowship programs already in effect at the <a href=\"https:\/\/taubmancollege.umich.edu\/faculty\/fellowships\">University at Michigan<\/a> and at <a href=\"https:\/\/cte.rice.edu\/faculty-fellows\">Rice<\/a>. \u201cThe GSD could truly change course by building a new teaching infrastructure that will have an impact on our school and on other design schools,\u201d <a href=\"https:\/\/www.gsd.harvard.edu\/2020\/08\/architecture-design-action-preston-scott-cohen-on-dismantling-systemic-racism-in-pedagogy-and-practice\/\">said<\/a> Cohen. \u201cThe ultimate outcome would be a substantially more diverse student applicant pool.\u201d<\/p>\n\n\n\n<p>Cohen acknowledges, however, that in order for these teaching fellowships to successfully support BIPOC designers who deserve to be invited in, they would need to reconsider racist systems of eligibility. \u201cThere is a long tradition of hiring excellent but inexperienced recent graduates to teach,\u201d Cohen said. \u201cAlmost all of the people whose careers begin this way were brought up through a supportive social network that perpetuates the exclusion of Black people. If we want to bring about real change, we cannot only draw in faculty from the usual exclusionary networks and then proceed to mitigate systemic racism by theoretical or pedagogical means.\u201d<\/p>\n\n\n\n<h2>What\u2019s Being Taught? Decolonizing the Design Canon<\/h2>\n\n\n\n<p>At <a href=\"https:\/\/wherearetheblackdesigners.com\/\">Where Are the Black Designers,<\/a> Tunstall spoke about how the required art history courses\u2014survey courses, in particular\u2014have harmed the BIPOC students at OCAD. Tunstall said that by design, introductory art history courses are \u201cnot only <em>not <\/em>speaking to the beauty of Black aesthetic traditions, but basically shoving down their throats the supremacy of European Swiss male affluent design.\u201d&nbsp;<\/p>\n\n\n\n<p>Courses of art and design history often prioritize Western narratives and movements at the expense of others. That\u2019s the sorting principle of the introductory art history survey course, and it\u2019s why there have been moves in recent years to radically alter the discipline. In 2016, for example, the College Board <a href=\"https:\/\/www.theatlantic.com\/education\/archive\/2016\/02\/rewriting-art-history\/435426\/\">changed the syllabus<\/a> for the AP in art history to attempt to address some of the racial and cultural bias of the art world.<\/p>\n\n\n\n<div style=\"position: relative;width: auto;padding: 0 0 73.86%;height: 0;top: 0;left: 0;bottom: 0;right: 0;margin: 0;border: 0 none\" id=\"experience-5ff883352c67f\" data-aspectratio=\"1.35382956\"><iframe allowfullscreen=\"\" src=\"\/\/view.ceros.com\/ceros-marketing\/test-pull-quote-2-2-2-1-1-2-1-1-1-1-1-2-1-1-1-1-1-3-2-1-1-1-2-2-2-3-1-1-2-1-1?heightOverride=927\" style=\"position: absolute;top: 0;left: 0;bottom: 0;right: 0;margin: 0;padding: 0;border: 0 none;height: 1px;width: 1px;min-height: 100%;min-width: 100%\" frameborder=\"0\" class=\"ceros-experience\" title=\"Design Education PQ2\" scrolling=\"no\"><\/iframe><\/div><script type=\"text\/javascript\" src=\"\/\/view.ceros.com\/scroll-proxy.min.js\" data-ceros-origin-domains=\"view.ceros.com\"><\/script>\n\n\n\n<p>But for some, simply including works that fall outside the historically dictated canon isn\u2019t enough to help students and teachers find ways of appropriately representing them. The overall consensus from art historians, designers, and their students, however, is that it\u2019s time for the fundamentals of design education to change. That\u2019s why this past winter, Yale announced that it would be eliminating its<a href=\"https:\/\/news.artnet.com\/art-world\/yale-art-history-eliminating-survey-course-1763082\"> popular introductory survey course<\/a>.&nbsp;<\/p>\n\n\n\n<p>While several critics met the announcement with <a href=\"https:\/\/www.theartnewspaper.com\/news\/art-history-has-never-been-morally-appropriate-nor-should-it-be\">consternation<\/a>, Art History Department Chair Tim Barringer <a href=\"https:\/\/www.collegeart.org\/news\/2020\/02\/03\/tim-barringer-yale-art-history-letter\/\">wrote a letter<\/a> in the department\u2019s defense, stating that this is a necessary step in finding ways to offer courses that can \u201cdo justice\u201d to the diversity of the student body and faculty. \u201cOur vision is expansive rather than reductive,\u201d he wrote, \u201cin terms both of coverage and of art-historical methodology.\u201d&nbsp;<\/p>\n\n\n\n<p>Yale is not the only institution concerned with the white colonial perspective of the first-year courses. The designer <a href=\"https:\/\/ramongd.com\/\">Ramon Tejada<\/a>, who teaches at RISD, has compiled an alternative open-source reader for design students, which he\u2019s titled <a href=\"https:\/\/docs.google.com\/document\/d\/1Hbymt6a3zz044xF_LCqGfTmXJip3cetj5sHlxZEjtJ4\/edit\">The decolonizing, or puncturing, or de-Westernizing design Reader V4<\/a>. The reader itself is a trove of resources\u2014everything from art historical texts to sociology to digital op-eds. In an explanation of why he put the document together, Tejada includes this personal statement:&nbsp;<\/p>\n\n\n\n<blockquote class=\"wp-block-quote\"><p>\u201cAs a designer, I have come to terms with the fact that what and who design history has been interested in canonizing, up to this point, does not reflect me, my cultures, my values, and many of the tenets that make me a citizen, a designer, and a teacher. I don\u2019t see myself reflected in much of the narrative of design\u2014not in the history, the theory, the practitioners or the outcomes\u2026\u201d<\/p><cite>\u2014 Ramon Tejada, \u201cWE MUST TOPPLE THE TROPES, CRIPPLE THE CANON,\u201d&nbsp; WALKER ART CENTER SOUNDBOARD READER, JULY 2018.<\/cite><\/blockquote>\n\n\n\n<p>Ramon\u2019s argument is that decolonization can only happen when people who have been oppressed under systems of white supremacy are invited to lead the conversation. \u201cFor me,\u201d he writes, \u201cdecolonizing is about making space (sometimes taking space\u2026) to allow people that look like me (especially BIPOC people) be active and essential participants around the table.\u201d He goes on to stress that lasting change will only happen over time: \u201cThis will not happen overnight, in one class, in one syllabus. This is a long and slow process. A collaborative process that demands we all work on this.\u201d&nbsp;<\/p>\n\n\n\n<h2>What\u2019s Next?<\/h2>\n\n\n\n<p>In early September, the designers and educators Kelly Walters and Anoushka Khandwala <a href=\"https:\/\/eyeondesign.aiga.org\/from-students-to-educators-a-conversation-on-breaking-power-structures-navigating-nepotism-building-community-in-design-education\/\">published a conversation on Eye on Design<\/a> in which they talked about their personal experiences navigating tokenism in design and creating community in design education. At one point in the conversation, Khandwala drew a distinction between the pervasive racism in British and American universities. \u201cWithin UK institutions, the racism is so insidious, there\u2019s a lot of \u2018white silence,\u2019\u201d she said. \u201cThey never say what they think.\u201d<\/p>\n\n\n\n<p>Of course, as <em>The Room of Silence<\/em> shows, there\u2019s white silence in American design institutions, too. But Walters didn\u2019t argue that point. Instead, she hammered home the difficulty of trying to generalize anything in the U.S. \u201cThe culture in the U.S. is vast,\u201d she said. Rural and urban environments, North and South, conservative and liberal, public and private\u2014all these distinctions of region and class make for very different cultures of talking about race. \u201cExtremely progressive schools [are] making anti-racism demand lists,\u201d she said, \u201cand others haven\u2019t gotten to that point. When we talk about dismantling and rebuilding these institutions, they\u2019re all on different timelines and some have more work to do structurally than others.\u201d<\/p>\n\n\n\n<p>Both Walters and Khandwala have hope that change is possible. For Walters, she hopes for visibility and for conversations to create greater understanding. \u201cSeeing the range,\u201d she said, \u201cof podcasts, exhibitions, public lectures, roundtables, publications that have and continue to be created, gives me hope.\u201d&nbsp;<\/p>\n\n\n\n<p>Khandwala hoped for change in the way that only a designer could\u2014through shape. \u201cThere\u2019s so much of both university and social justice culture where we try to box things into these weird binaries,\u201d she said, \u201cinstead of acknowledging that there\u2019s a spectrum of experiences rather than a hierarchy. So, I hope for more circles and less grids.\u201d<\/p>\n\n\n\n<p><\/p>\n\n\n\n<div style='position: relative;width: auto;padding: 0 0 62.5%;height: 0;top: 0;left: 0;bottom: 0;right: 0;margin: 0;border: 0 none' id=\"experience-5ee1313c103da\" data-aspectRatio=\"1.6\"><iframe allowfullscreen src='\/\/view.ceros.com\/editorial-content\/landing-page-1-2-1-1-2-1-1' style='position: absolute;top: 0;left: 0;bottom: 0;right: 0;margin: 0;padding: 0;border: 0 none;height: 1px;width: 1px;min-height: 100%;min-width: 100%' frameborder='0' class='ceros-experience' title='Inspire Curious Sign-up Embed' scrolling='no'><\/iframe><\/div><script type=\"text\/javascript\" src=\"\/\/view.ceros.com\/scroll-proxy.min.js\" data-ceros-origin-domains=\"view.ceros.com\"><\/script>\n\n\n<!-- AddThis Advanced Settings generic via filter on the_content --><!-- AddThis Share Buttons generic via filter on the_content -->","protected":false},"excerpt":{"rendered":"<div class=\"myclass\">The difficulties faced by creatives of color go beyond awkwardness during critique. It&#8217;s time to address issues plaguing design education.<\/div>\n<p><!-- AddThis Advanced Settings generic via filter on get_the_excerpt --><!-- AddThis Share Buttons generic via filter on get_the_excerpt --><\/p>\n","protected":false},"author":99,"featured_media":8771,"comment_status":"open","ping_status":"open","sticky":true,"template":"","format":"standard","meta":[],"categories":[],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v15.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How Design Education Can Become More Diverse - Ceros Inspire<\/title>\n<meta name=\"description\" content=\"The difficulties faced by creatives of color go beyond awkwardness during critique. It&#039;s time to address issues plaguing design education.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How Design Education Can Become More Diverse - Ceros Inspire\" \/>\n<meta property=\"og:description\" content=\"The difficulties faced by creatives of color go beyond awkwardness during critique. It&#039;s time to address issues plaguing design education.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/\" \/>\n<meta property=\"og:site_name\" content=\"Ceros Inspire\" \/>\n<meta property=\"article:published_time\" content=\"2021-01-08T16:23:29+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2021-04-21T15:43:57+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.ceros.com\/inspire\/wp-content\/uploads\/sites\/5\/2021\/01\/2020-12_Ceros_Design-Classroom-Diversity_960x557.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"2068\" \/>\n\t<meta property=\"og:image:height\" content=\"1200\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\">\n\t<meta name=\"twitter:data1\" content=\"Eliza Martin\">\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\">\n\t<meta name=\"twitter:data2\" content=\"7 minutes\">\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.ceros.com\/inspire\/#website\",\"url\":\"https:\/\/www.ceros.com\/inspire\/\",\"name\":\"Ceros Inspire\",\"description\":\"Just another Ceros Sites site\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":\"https:\/\/www.ceros.com\/inspire\/?s={search_term_string}\",\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-GB\"},{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/#primaryimage\",\"inLanguage\":\"en-GB\",\"url\":\"https:\/\/www.ceros.com\/inspire\/wp-content\/uploads\/sites\/5\/2021\/01\/2020-12_Ceros_Design-Classroom-Diversity_960x557.jpg\",\"width\":2068,\"height\":1200,\"caption\":\"design education\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/#webpage\",\"url\":\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/\",\"name\":\"How Design Education Can Become More Diverse - Ceros Inspire\",\"isPartOf\":{\"@id\":\"https:\/\/www.ceros.com\/inspire\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/#primaryimage\"},\"datePublished\":\"2021-01-08T16:23:29+00:00\",\"dateModified\":\"2021-04-21T15:43:57+00:00\",\"author\":{\"@id\":\"https:\/\/www.ceros.com\/inspire\/#\/schema\/person\/d4816d142f11de0931d050a980e2d76b\"},\"description\":\"The difficulties faced by creatives of color go beyond awkwardness during critique. It's time to address issues plaguing design education.\",\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/www.ceros.com\/inspire\/originals\/design-education-diversity\/\"]}]},{\"@type\":\"Person\",\"@id\":\"https:\/\/www.ceros.com\/inspire\/#\/schema\/person\/d4816d142f11de0931d050a980e2d76b\",\"name\":\"Eliza Martin\",\"image\":{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/www.ceros.com\/inspire\/#personlogo\",\"inLanguage\":\"en-GB\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/6734f23fdba6fbd0b4379b2861d7ed7f?s=96&d=mm&r=g\",\"caption\":\"Eliza Martin\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","_links":{"self":[{"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/posts\/8768"}],"collection":[{"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/comments?post=8768"}],"version-history":[{"count":13,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/posts\/8768\/revisions"}],"predecessor-version":[{"id":18341,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/posts\/8768\/revisions\/18341"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/media\/8771"}],"wp:attachment":[{"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/media?parent=8768"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/categories?post=8768"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ceros.com\/inspire\/wp-json\/wp\/v2\/tags?post=8768"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}