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Volume 25, Issue 1
  • ISSN: 1474-273X
  • E-ISSN: 2040-0896

Abstract

This article presents an extensive exploration of design education in Africa, with a focus on Ghana, employing storied-ethnography to critically contrast it with conventional western methodologies. It draws upon the narratives of prominent Ghanaian design educators – Sela, Isaac and Patrique – whose experiences and insights emphasize the need to integrate cultural, historical and social realities into the design curriculum. This study uncovers a significant divergence from western educational paradigms, which often prioritize technical proficiency and a universal design approach, potentially neglecting the rich cultural specificities integral to the African context. The research highlights the necessity for a design education system in Africa, particularly in Ghana, that balances technical skill with a deep-rooted connection to local culture and social nuances. It advocates for a model that honours and preserves African cultural heritage while preparing students to make impactful contributions in both local and global design spheres. The findings shed light on the complex nature of design education in Africa, calling for a decolonized, inclusive and culturally sensitive educational model, with profound implications for policy-makers and educators across the continent. Relevance to design practice: This research offers practical insights and strategies for integrating Indigenous knowledge and contemporary methodologies, shaping a more culturally nuanced and globally relevant design practice.

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2025-01-22
2026-04-10

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/content/journals/10.1386/adch_00097_1
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Reimagining foundations: Storied-ethnography as a pathway to decolonized design education
Art, Design & Communication in Higher Education 25, 65 (2026); https://doi.org/10.1386/adch_00097_1
/content/journals/10.1386/adch_00097_1
/content/journals/10.1386/adch_00097_1
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  • Article Type: Article
Keyword(s): African studies; cultural heritage integration; decolonial methodologies; design practices; educational transformation; Indigenous knowledge systems; storytelling pedagogy

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