From Experiential Reflections on Truth to Post-colonial: Unpacking Postcolonial theory, African Philosophy using storytelling as Alterity of African Reason in Education.

Abstract

Abstract This paper examines a postcolonial theoretical framework for educating graphic design students in Ghana, by engaging storytelling as a way of holding to African ways of knowing. The paper begins by discussing debates in philosophy on ontology and epistemology, particularly in relation to colonialism and western rationality. Drawing on postcolonial theory and African storytelling, the paper argues that assertions should be interpreted outside the conventional framework of western reason, and that a postcolonial problem-space is created when non-western cultures can pose and address specific questions about their continuing colonial circumstances. The paper explores the use of qualitative interviews, connecting with oneself in relation to others, and constructing story as method for gathering and analysing data. Ultimately, the authors suggest that by considering alternative perspectives and methods, Ghanaian educators can better understand the experiences of students and work towards decolonising the classroom space.