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

This article examines design education in Ghana through storied-ethnography, contrasting it with conventional Western methodologies and emphasizing the integration of Indigenous knowledge, African philosophy, and cultural sensitivity into the curriculum. Drawing on narratives from Ghanaian design educators—Sela, Isaac, and Patrique—it highlights the need for a decolonized, contextually relevant educational model that balances technical proficiency with local cultural heritage and global competence. The research identifies systemic, cultural, and practical challenges in implementing such approaches but advocates for collaborative, adaptive curricula that honor Ghanaian traditions while preparing students for contemporary design markets. The findings offer insights for policymakers and educators aiming to develop inclusive, culturally grounded design education frameworks with broader applicability in similar global contexts.