Sankofa: Stories of a Postcolonial Space, African Philosophy, Decolonisation and Practice in Design Education in Ghana

Yaw Ofosu-Asare

doi:10.25918/thesis.506

This research offers a compelling argument for the reformation of Ghanaian design education, advocating for a melding of traditional and contemporary methodologies to decolonise the educational system. It places significant emphasis on the integration of Indigenous Ghanaian identity within the development of cognitive skills and learning strategies, positing this approach as a potential solution for societal and economic challenges the nation currently faces. The study utilises postcolonial theory as a guiding framework, offering a lens through which to scrutinise the existence and knowledge of African philosophy. It seeks to weave together disparate parts of the research, creating a cohesive narrative that underscores the importance of cultural, educational, and political equity in Ghana's socio-economic and educational growth. As part of this research, I conducted interviews with four key representatives and stakeholders from varied sectors in Ghana: educational, technical, vocational educational training, design professions, and general commercial industry. These interviews offered a range of perspectives on the current state of design education in Ghana and its potential for transformation through a decolonised approach. A significant part of this research was the application of storied ethnography as a decolonising methodology. This innovative approach was used to address the research problem, creating a methodology that yields valid and legitimate results within the context of African Indigenous populations. The postcolonial theoretical framework developed within this research presents a synthesis of emerging spaces, identified within, between, and through the areas of connection of African theoretical paradigms, praxis, and thought. This framework also infuses the graphic design education curriculum with innovative perspectives, utilising poetry, stories, and postcolonial storytelling, particularly within an African and Ghanaian context. This study contributes valuable insights to the field of design education, particularly advocating for a hybrid, holistic, decolonial, and community-centric approach. It proposes a collective decolonising method that explores how design can serve as a decolonial economic tool, developing design skills for industrial evolution and economic expansion. The research also poses a critical challenge to the status quo, serving as a powerful critique of the problems and consequences associated with a country's decolonisation. It particularly addresses issues related to political and cultural independence, racism, and colonialism, motivated by design education and addressed through community-centred teaching and learning practice. The research methodology and theoretical engagement are situated within storytelling and poetry, depicting the lived, everyday complexities of culture, politics, education, and learning. This model enhances cultural cross-pollination and hybridity, unearthing anthropologic and contemporary knowledge, particularly relevant in technical and vocational design education and, more broadly, industrial design in Ghana.

Sankofa: Stories of a Postcolonial Space, African Philosophy, Decolonisation and Practice in Design Education in Ghana

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Sankofa: Stories of a Postcolonial Space, African Philosophy, Decolonisation and Practice in Design Education in Ghana

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