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Reimagining foundations: Storied-ethnography as a pathway to decolonized design education.

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Title: Reimagining foundations: Storied-ethnography as a pathway to decolonized design education.
Authors: Ofosu-Asare, Yaw1 (AUTHOR) papayawofosu@gmail.com
Source: Art, Design & Communication in Higher Education. Apr2026, Vol. 25 Issue 1, p65-93. 29p.
Subject Terms: *Design education, *Curriculum planning, *Cultural identity, *Traditional knowledge, Decolonization, Ghanaians, Narrative inquiry (Research method), Sub-Saharan Africans
Geographic Terms: Ghana, Africa
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. [ABSTRACT FROM AUTHOR]
Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reimagining foundations: Storied-ethnography as a pathway to decolonized design education.
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  Data: <searchLink fieldCode="AR" term="%22Ofosu-Asare%2C+Yaw%22">Ofosu-Asare, Yaw</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> papayawofosu@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Apr2026, Vol. 25 Issue 1, p65-93. 29p.
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  Data: *<searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+identity%22">Cultural identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Traditional+knowledge%22">Traditional knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Ghanaians%22">Ghanaians</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink><br /><searchLink fieldCode="DE" term="%22Sub-Saharan+Africans%22">Sub-Saharan Africans</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192031034
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        Value: 10.1386/adch_00097_1
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        Text: English
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        Type: general
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      – SubjectFull: Cultural identity
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      – SubjectFull: Traditional knowledge
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      – SubjectFull: Decolonization
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      – SubjectFull: Ghanaians
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      – SubjectFull: Sub-Saharan Africans
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      – SubjectFull: Ghana
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      – SubjectFull: Africa
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      – TitleFull: Reimagining foundations: Storied-ethnography as a pathway to decolonized design education.
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              Text: Apr2026
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              Y: 2026
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