This study argues that Ghanaian design education requires a hybrid, transformative, decolonised approach. The study engages Indigenous Ghanaian identity as a central theme in developing learning strategies and cognitive skills to deal with social and economic issues. The study utilises postcolonial theory as a theoretical framework to explore the epistemological and ontological aspects of African philosophical thinking. The study drew on postcolonialism as a theoretical bridge to link the various sections of the research and provide support mechanisms for all moving elements. I engaged storied ethnography as a decolonising African Indigenous concept and theory in exploring the research problem and developing decolonised research methodological approach to developing sound, legitimate, and scientific findings. I adopted storied ethnography as the main methodological framework to disrupt the restrictions imposed by traditional methods. Thus, in this research, stories and poems infuse fresh insights into the design education curriculum. Storied ethnography is conceptualised using poetry, stories, and postcolonial storytelling, its meaning, purpose, and conceptual understanding by researchers in design education in an African or Ghanaian context. For these reasons, this study embraces postcolonial storytelling with solid ethnography documentation as a powerful way to contribute to a deeper understanding of hybrid, holistic, decolonial, community-responsive design education.