Seventeenth International Conference on Design Principles & Practices

Abstract

This study presents an argument that the Ghanaian Graphic design in Technical and Vocational Educational Training (TVET) requires workable educational methods and processes to help teachers access and engage appropriately and ethically with Indigenous knowledge in the classroom. The theoretical underpinning of this study is therefore Postcolonial theory. The researcher employed the use of mixed methods in this study. This curriculum and pedagogy aim to support teaching and learning in TVET Graphic design courses. This resource will be a recommended framework for teachers with respect to engagement, and will include Indigenous sustainable knowledge, visual representations of Ghanaian culture as well as ethical guidelines that will guide teaching and learning. It is anticipated that this study will add to the literature on the field of Indigenous Graphic design and arts. It will also create an original curriculum resource and accompanying pedagogy that will contribute to the literature on Ghanaian traditional, cultural and Graphic design practices as a useful pedagogical tool for Ghanaian TVET students. Furthermore, it is envisaged that this study and its outcomes is a potential source for further research into educational policy development for other African countries that share similar Indigenous, cultural knowledge and design educational dynamics.