Connected and Creative Learning: Decolonial Pedagogies and Equitable Knowledge Production
The session focused on how creative, participatory, and connected learning had been used to challenge dominant pedagogies and unequal power structures in education. It drew on the five‑year Decolonising Education for Peace in Africa (DEPA) project, which spanned 16 projects across 14 African countries and worked with marginalised and conflict‑affected communities. The discussion highlighted how indigenous knowledges, cultural heritage, and creative practices had contributed to peacebuilding and educational transformation.
Connected Learning Across Contexts
Speakers reflected on how connected learning had linked research and teaching, higher and secondary education, and communities across the Global South and North. These connections had enabled more equitable knowledge production and supported collaborations that moved beyond traditional academic hierarchies.
Creative Methodologies in Practice
The panel examined how arts methodologies, such as PhotoVoice, Soundscapes, theatre, and artistic interventions had reimagined learning spaces and empowered communities. These approaches had helped produce educational resources that challenged Eurocentric assumptions and centred local knowledge systems. The conversation also explored how disconnections, such as those caused by conflict or exclusion, had shaped community experiences and how creative learning had helped rebuild relationships and understanding.
Case Studies from Across Africa
Examples from Sierra Leone, Ethiopia, Algeria, and South Africa illustrated the impact of these approaches. Presenters shared how co‑created knowledge with educators, artists, and community members had supported alternative, community‑driven models of education and peacebuilding.
Practical Implications for Education and Research
The session addressed the practical dimensions of creative and participatory methods. It considered how photovoice and arts‑based practices had supported youth peacebuilding, how sound and performance had disrupted political narratives, and how educational resources had been used to address gender‑based violence. The panel also reflected on how Global North–South research partnerships had navigated power imbalances to support more equitable knowledge exchange.
A Hybrid, Collaborative Space
As a hybrid session, the panel brought together in‑person and online contributors, using pre‑recorded materials and live discussion to extend engagement beyond the conference itself. By centring creativity, collaboration, and community knowledge, the session offered concrete strategies for reshaping learning environments and advancing decolonial and equitable approaches to knowledge production.