We are Team XVI!

We are Team XVI!

Sometimes the best journeys begin unexpectedly and for Team XVI, this project is one of them. What began as a simple Call for another tandem-team quickly turned into a shared journey of learning, culture, and collaboration. From the  University of Education Karlsruhe (PHKA) to the University of Cape Coast (UCC), this blog features our contributions and experiences  in the project #1104 “Shaping educational change: Recognizing and breaking patterns in teacher training curricula“. This is the third ASA Academia implementation and 16th tandem-team in Prof. Martin‘s “Bi-directional decoloniality” approach (“Bidirektionale Dekolonialität: Nord-Süd Lehr-, Lern- und Forschungs-Tandems“).

The ASA programme is an exchange and scholarship programme implemented between German institutions and their partners from Africa, Asia, Latin America, and Southeast Europe in three strands, ASA NGO (nongovernmental organizations), ASApreneurs (companies), and ASA Academia (universities). It is financed by the Federal Ministry of Economic Cooperation (Germany) and provided by the ASA Academia team of  the Engagement Global gGmbH (EG). The projects address specific Sustainable Development Goals (United Nations SDGs) to scaffold the commitment of young people to global sustainable development, fair international cooperation, and global justice.

The project application process is competitive. When a project is approved, EG funds the stipends for the student team and two preparatory seminars, and the German partner co-funds the stipendiaries who come to Germany. Both partners provide the infrastructure (without funding by EG). The 2024 “University Cooperation Agreement” between PHKA and UCC constitutes the institutional basis of cooperation between our two partner universities, and the co-funding was granted once more by the International Office of PHKA.

The activities and objectives of project #1104 reflect the aims of the SDGs #4 Quality Education, #10 Reduced Inequalities, #16 Peace, Justice and Strong Institutions, and #17 Partnerships for the Goals. These goals shape the project’s approach to international collaboration and educational engagement.

As the third team participating in this project, we are excited to continue the work of the two ASA teams that came before us. Like them, we hope our experiences and contributions will add to the project’s growing story. We also invite you to read the blog articles of Team XIII and Team XV, to learn more about their experiences and contributions.

In this article, we will present our team, our areas of responsibility, and the objectives we are working toward.

Our beloved Team 16:

 

The Project “Decolonizing English Language Teaching and ELT Curricula Through a Bi-Directional Learning-and-Teaching Approach”

This project brings together students and faculty from the PHKA in Germany and the UCC in Ghana. The teaching of English and academic institutions are still shaped by educational traditions that have their roots in colonial history. In Germany, English language teaching and textbooks often focus on Euro-Anglo-centric perspectives, while voices and experiences from non-Western parts of the world receive less attention. In Ghana, colonial influences are still evident in the strong emphasis on grammar-based instruction and the frequent use of Western texts, which can leave limited space for local knowledge, languages, and cultural experiences. These realities highlight the importance of this project, but also the determination of both partner institutions to make a change. Through this  cooperation and shared learning, we as participants have the opportunity to learn about different ideas and approaches to English language teaching, question existing practices, and explore more balanced approaches to English language teaching. It also encourages the development of teaching materials and classroom practices that reflect a wider range of voices and ways of knowing, making English language education more relevant, inclusive, and responsive to diverse learners. In the project, everyone is encouraged to contribute their knowledge, experiences and perspectives. This creates an environment where participants can openly exchange ideas, ask questions and reflect on their own assumptions about language and education.

Extending the cooperation of Prof. Dr. Isabel Martin and Ass.Prof. Dr. Christopher Yaw Kwaah as of 2023, we work in tandems. Each tandem is made up of one participant from Germany and one from Ghana. This arrangement reflects the bi-directional nature of the project, where learning takes place through the exchange of ideas, experiences and perspectives from both the Global North and the Global South. Working in pairs gives us the opportunity to learn from one another on a more personal level, whether through discussions, joint tasks, classroom activities, or everyday interactions. It also allows us to compare our educational experiences, challenge our assumptions, and gain insights into different ways of thinking and teaching. Through these partnerships, we not only support each other’s learning but also build meaningful connections that enrich our experience throughout the project.

The project takes place over a period of six months and is divided into two phases, each lasting three months. The first phase is held in Germany from 20 April 2026 to 17 July 2026, while the second phase takes place in Ghana from 20 September 2026 to 16 December 2026 . Throughout both phases, participants engage in different activities designed to support the goals of the project overall. By spending time in schools in both places, participants are able to compare approaches to teaching and learning – their own and the school teachers’ – and reflect on their observations, to connect theory with practice. The two-phase structure of the project therefore allows for continuous learning, exchange, and reflection across different cultural and educational contexts.

One of the main tasks for the tandems in Phase 1 is to co-design and pilot decolonial ELT lesson prototypes for secondary schools in cooperation with students from Prof. Martin’s “Decoloniality Praxis” seminar. The lessons are implemented in Karlsruhe as well as in nearby partner schools, currently including Sophie-Scholl Realschule, Gemeinschaftsschule Illingen-Maulbronn and Tulla-Realschule. The learning process is designed to be interactive and student-centred, combining student-teacher guidance with hands-on activities, discussions, and practical exercises for the pupils. Alongside these lessons, we conduct research through our self-reflexive weekly reports and monthly presentations. These teaching and research activities form a broader effort to both decolonize our own minds and find ways to teach English lessons decolonially.

The project seeks to challenge the binary episteme and advance the decolonisation of knowledge production through a range of interconnected activities. In the first phase at the University of Education Karlsruhe, this is built around the following activities as well as other related activities:

• weekly and monthly reflective writing guided by the five axes of (un-)learning (cognitive, system, language, socialization, inter-/transcultural) developed through the first ASA project (Germany/Cameroon 2024),
• participation in the mandatory course “Decoloniality Praxis”,
• weekly team meetings dedicated to reflection, knowledge exchange, and project coordination,
• working in tandems alongside local seminar participants to develop a Decoloniality Praxis Project (English lessons).

 

The beneficiaries in Team XVI

Jennice
Starting the team off is Jennice, the coordinator of the team who keeps our calendar in check and makes sure everyone stays updated and informed.

Hi everyone, I am Jennice. I am 27 years old, and I have recently completed my Master’s degree in Education at the University of Glasgow, where I specialized in Curriculum, Assessment, and Pedagogy. Prior to this, I completed my Bachelor’s degree in International Development Management in the Netherlands, where I studied in an international and interdisciplinary environment. These academic experiences shaped my strong interest in global inequalities, sustainability, and the role of education in addressing questions of social justice.

In my academic work, I developed a strong interest in postcolonial perspectives in education, particularly in relation to how historical narratives are taught and represented. In my Master’s thesis, I focused on the role of civic organizations in engaging with Germany’s colonial past in educational contexts. When I came across the Call for ASA project #1104, I was immediately drawn to its emphasis on global learning, collaboration, and critical reflection. This project, in particular, strongly resonated with my academic interests, as it addresses decolonial approaches to English Language Teaching and encourages the questioning of dominant knowledge structures. I see this as an important opportunity to connect theoretical perspectives with practical educational work and to engage with different viewpoints in a collaborative setting.

Being part of Team 16 has been a very enriching experience so far. The open and reflective atmosphere within the group allows for meaningful discussions and continuous learning. Through the seminar “Decoloniality Praxis” as well as workshops and group reflections, I have already deepened my understanding of how colonial continuities shape education today, not only in terms of content, but also in underlying assumptions, structures, and ways of knowing. For me, this project represents an ongoing process of learning and unlearning. I am especially looking forward to the second phase of the project in Ghana. I am excited to experience a new educational and cultural context, to continue our collaboration with our Ghanaian peers on-site, and to further deepen the bi-directional learning process.

And now, my tandem partner Christian will introduce himself.

Christian
Hello everyone,
My name is Christian Agyei, and I am a postgraduate student pursuing an MPhil in Accounting Education at the UCC.

Before beginning this journey, I worked both as a teacher and as a research assistant — experiences that shaped not only my understanding of education but also my interest in questioning the kind of knowledge our classrooms value and the voices they often leave behind. Outside academics, I enjoy playing football, reading, reflective conversations, and community engagement — spaces where people, ideas, and stories come together naturally.

My connection to this ASA project began the very moment I read the project description. The title alone, “Shaping Educational Transformation: Recognizing and Breaking Colonial Patterns in Teacher Training Curricula”, felt deeply personal to me. Reading through the project requirements awakened something I had already been thinking about for years: the question of representation in education. As someone who has studied and taught within a postcolonial educational system, I have often felt that many of our classrooms still carry traces of colonial structures, especially in the way language, literature, and knowledge are presented. That is why I applied for this ASA project.

To be honest, when I first saw the application, I was unsure whether I would be selected. Yet something about the project stayed with me. The more I read about the ASA Programme and its connection to the SDGs, especially SDGs #4, #10, #16, and #17, the more I felt this was not simply an exchange programme but a space for meaningful learning, dialogue, and transformation.

I applied with the hope of learning how education can become more inclusive, representative, and connected to people’s lived realities. Now, writing this from Karlsruhe, Germany, it still feels surreal. For me, this project is more than an academic programme. It is part of a larger personal journey, one that asks how education can move beyond inherited colonial patterns and become more connected to the people and communities it serves.

As part of this project, I have the opportunity to work alongside Irene, a fellow participant from Ghana. Sharing a similar cultural and educational background allowed us to exchange ideas and contribute to the project from perspectives rooted in our Ghanaian context. Irene’s contributions are valuable to our work, and I am pleased to introduce her as a member of our team.

Irene
“Woezɔ“, my name is Irene Sitsofe Kwawu, a Level 400 student at the UCC pursuing a Bachelor of Arts in Education with English as my major. I am honoured and deeply grateful to be one of the participants in the ASA Academia Global decolonial German-Ghanaian student-tandem project.

My stay in Karlsruhe so far has been meaningful and eye-opening. Every day presents an opportunity to learn something new, interact with different people, and experience a different culture and way of life. Through this journey, I have learned the importance of openness, adaptability, and understanding perspectives beyond my own. It has also taught me the importance of both learning and unlearning. Sometimes, we grow up with ideas and beliefs that we never question, but this experience has encouraged me to reflect critically on culture, identity, education, and society.

The title and focus of this decolonial project strongly align with my academic interests as an Education student majoring in English. As someone passionate about teaching and learning, I believe education should not only transfer knowledge but also encourage critical thinking, inclusivity, and respect for diverse cultures and identities. This project has really opened my eyes to the importance of decoloniality in education and how classrooms should create space for different voices, experiences, and knowledge systems to be valued.

For example, with my experience from Ghana, in many classrooms students are mostly taught foreign literature and histories while local stories, languages, and cultural knowledge receive little attention. Through this programme, I have realised that decolonising education means creating a balance where students can also learn about and appreciate their own cultures and experiences. As a future English teacher, this has changed the way I view teaching because I now understand the importance of making learning more relatable and inclusive for students from different backgrounds.

This experience also connects strongly to the UN SDGs, especially SDG #4: Quality Education, which promotes inclusive and equitable education, SDG #10: Reduced Inequalities, which encourages inclusion and equal opportunities, SDG #16: Peace, Justice and Strong Institutions, in our case in the education sector, and SDG #17: Partnerships for the Goals, which focuses on collaboration and cultural exchange.

Aside from academics, I enjoy watching movies and I am always open to learning new things and exploring different cultures. I am truly grateful for this opportunity and excited for the growth, knowledge, and experiences that this journey continues to bring.

Every tandem needs a planner, and luckily for me, Cosima had that role covered. Whether it was thinking about the next activity, trip, or bringing good vibes to the group, she always kept things interesting. Since I have already said enough, I will let Cosima take over and tell you more about herself.

Cosima
“Agoo”! Hey everyone! My name is Cosima, but I mostly go by Coco. I am currently pursuing a double Master’s degree in Atlantic Studies/ History, Culture & Society and Secondary Education with a focus on English and Performing Arts/ Theatre and Drama in Education at Leibniz University Hannover. Technically, only my Master’s thesis is missing now. Maybe this project will somehow inspire the topic…

My current academic focus revolves around the transatlantic slave trade, colonial continuities, and de-, post- as well as neo-colonial structures. I am especially interested in how these historical and ongoing power dynamics shape education, language, cultural exchange, and global inequalities today. Before my Master’s, I completed my Bachelor’s degree in English and Theatre and Drama in Education, where I focused on transcultural theatre work and cultural learning spaces (for prospective teachers). Since I genuinely enjoy research and academic exchange, I can also imagine continuing my academic journey in the future, maybe even pursuing a PhD one day.

What motivates me the most about this ASA programme is the opportunity to connect theory with real-life experiences and international collaboration. I am deeply interested in questions of postcolonialism, global justice, language, education, and transcultural exchange, namely how education can contribute to sustainable social change. I am excited to learn from different perspectives, reflect on my own position and privileges and grow together as a team throughout the project.

I am thrilled that our journey will take us to Ghana, since I already had the chance to participate in a transcultural theatre project there a few years ago. Those ten days in Ghana left a lasting impression on me and fostered my interest in inter- and transcultural collaboration, education, and community-building across countries even more. Returning soon in a completely new context feels both exciting and meaningful.

Outside of university, I love singing, playing volleyball, hiking, travelling, and meeting new people from different contexts. I would describe myself as curious, optimistic, open-minded and always eager to learn something new. I am really looking forward to working, learning, reflecting and probably laughing a lot together with Team 16 this year!

While we have all been busy sharing our educational journeys, experiences, and reflections throughout this project, Veronica has been working behind the scenes to bring them together in this blog. She has done a wonderful job of bringing our different experiences together and giving them a place to be shared. Now it is her turn to step out from behind the screen and introduce herself. Over to you, Veronica!

Veronica
“Hallo zusammen“!
I am Veronica Enyonam, a final-year student pursuing a Bachelor of Education in Arts, majoring in English, at the UCC.

I am deeply honoured to be selected as a participant in the collaborative project “Shaping Educational Change: Recognizing and Breaking Colonial Patterns in Teacher Training Curricula” between the UCC and the PHKA. I believe this experience will go a long way in shaping both my professional and personal life.

Even though I am a shy person, I enjoy meeting new people, learning about different ways of life, and exploring new environments. Once I feel comfortable around people, I become very talkative and expressive. One thing I especially love is observing everyday experiences and reflecting on how culture shapes people’s lifestyles, communication, and education. I am passionate about teaching and learning, and I enjoy working with others through teamwork and shared experiences, which is one of the reasons I was so eager to apply for this project. The moment I saw the call for applications, I instantly recognized it as an opportunity that reflected both my professional aspirations and the things I am passionate about, so I had to apply. Thankfully, I was among the three applicants from Ghana who were selected.

Beyond my professional interests, I also enjoy expressing myself through writing and content creation. In my free time, I enjoy listening to music, journaling, editing videos, and spending time with people who inspire and support me.  I love documenting experiences and capturing meaningful moments along the way. Whether it is a new adventure,  or a personal milestone, I enjoy turning experiences into stories that can inspire, inform, or simply be remembered.

My experience in Karlsruhe so far has been a memorable one. Spending time in a new country has given me the chance to experience a different culture, meet people from diverse backgrounds, and see life from a new perspective. Of course, settling into a new environment has come with its challenges, but it has also been an exciting journey. Along the way, I have learned a great deal about myself, other people, and the value of cultural exchange. It has also challenged me to step out of my comfort zone and become more adaptable and reflective. Since arriving in Germany, I have also learned so much about decoloniality through both academic discussions and everyday experiences. Through seminars, teamwork, school visits, and cultural exchanges, I have begun to understand how education, language and knowledge can be shaped by history, culture and power structures. These experiences have encouraged me to think more critically, appreciate diverse perspectives, and reflect on how education can become more inclusive and culturally responsive. Every day brings something new to discover and I am grateful for the experiences and connections I have made so far.

We have saved one introduction for the very end. Picture the familiar blur of someone sprinting down the platform and reaching the tram just in time to keep the doors open for the rest of us—that is Jonas. Quick-footed and dependable, he always seems to appear at exactly the right moment. But rather than tell his story for him, let us hear it from the source. Over to you, Jonas!

Jonas
Hello everyone!
My name is Jonas Morbe, I am 27 years old, pursued a Bachelor’s Degree in Psychology at the University of Luxembourg, and am currently about to complete a Master’s degree in Peace and Conflict Studies at the University of Marburg.

My academic interests have grown around questions of power, language, and knowledge – how dominant ways of knowing are constructed, legitimised, and reproduced, and what that means for the realities they shape or exclude. Post-Development thinking was an entry point into a broader engagement with Foucauldian ideas about discourse and power, and from there into the concept of the pluriverse: the idea that multiple worlds, knowledge systems, and ways of organising life coexist and deserve to be taken seriously on their own terms rather than measured against a single universal standard. What draws me to this project is that it works precisely at the level where those questions become concrete – curricula, institutional processes, the English language as a site where colonial power relations are still active. The collaboration between PHKA and UCC creates a space to examine those structures not just theoretically but in practice, together with people who bring very different positionalities to the same questions.

The project has started well in Karlsruhe. There is a good energy in the group, and it has been genuinely enjoyable to get to know everyone and find our footing together. I am particularly looking forward to the teaching units we will be developing and delivering as a team – thinking together about how to bring decolonial perspectives into English language education in a way that is meaningful in the classroom feels like one of the most hands-on and exciting parts of what lies ahead. There is plenty still ahead, and I suspect the most interesting questions have not come up yet.

I am also very much looking forward to the second phase in Cape Coast – to working at the UCC, one of Ghana’s most renowned institutions, right by the Atlantic coast with its deep and layered history. I am excited to be there with people who are genuinely invested in deconstructing colonialities and in thinking together about what more just and pluriversal futures could look like. I am grateful that a programme like ASA makes these encounters possible, and particularly to Prof. Isabel Martin at PHKA and Dr. Chris Kwaah at the UCC for creating and holding this space.

And with that, you have met the whole team! We may have arrived with different backgrounds, interests, and expectations, but this project has given us the opportunity to learn from one another and grow together. We look forward to sharing more experiences and adventures with you as this journey continues.

Outlook

One thing we have realised as a team is that this project is about much more than academics. At the heart of it all is openness; thinking together, listening to different perspectives, and rethinking the ideas we have always known. We hope to achieve the expected goals for this project and grow into more open-minded individuals.

And of course, it will not all be deep discussions and academic tasks. There will also be plenty of laughter, memorable moments, and friendships that we know will stay with us even after the project ends. That balance is what makes this experience feel so special and exciting to us.

We hope to share our memories with you every step of the way. This is only the beginning and we cannot wait to see where this journey takes us together.

Team XVI

 

Text by Veronica Enyonam Ahiaba, Jonas Morbe, Irene Sitsofe Kwawu, Cosima Reese, Christian Agyei & Jennice Radant

Photos by Christian Agyei & Jonas Morbe