Pillar 3 Adinkra – intercultural communication game

Adinkra is a contemplative game which is both challenging and fun

Adinkra game cards and box

The game Adinkra increases your insight into the ethos and oral wisdom expressed by the symbols and proverbs of the cultural Akan group in Ghana, West Africa.

‘Adinkra’ refers to the symbolic language of the Akan, which one can find on cloth, royal emblems, gold weights, buildings, jewellery and regalia.

  • Play Adinkra and get to know each other better on a deeper level.
  • Get introduced to a high context culture and exercise with an indirect form of communication.
  • Central are the symbols and proverbs of the Akan in Ghana
  • Which proverbs and symbols match with one another?
  • Enhance insight in your cultural thought patterns by learning about African traditional pearls of wisdom, philosophy and ethos.

Enjoy the game and learn from the wisdom of the Akan!

Printed Adinkra textile[*]

The Asante are used to wear cloth decorated with Adinkra-symbols at important meetings, such as funerals of family and friends.
This way, they say goodbye to the deceased.



The Akan are an umbrella cultural group in West Africa (Ghana, Togo and Côte d’Ivoire). The Asante people in Ghana are the largest Akan group. The Asantes are known for their strong visual proverbial way of communication.
They have a high context culture, which means that they communicate indirectly. The spokesman (okyeame) of the traditional authorities (the Asante chiefs and queen mothers) use Akan proverbs and Adinkra symbols to convey the messages of these royals to the living.

Adinkra symbols

The okyeame can, for instance, make use of a staff with the Adinkra symbol nkabon (which in Twi, the Akan language, means ‘collaboration’) to convey the message that the chief will approve the plans of his subjects.

Classical Adinkra symbol – funtumfunafu-denkyemfunafu
Modern Adinkra symbol – nkabom

The concomitant proverb to this Adinkra symbol is nea ɔforo dua pa na yεpia no, which symbolically means that who is morally on the right path, or in other words climbs the right tree, will receive the help of others .

Playing the game Adinkra makes one familiar with the Akan people’s high context culture, their African ethics and indigenous wisdom.

The aim of the game is not to win but to establish intercultural communication and to enhance players’ understanding of their own and the Akan people’s cultural background.

The main questions to be answered by the Adinkra game players are:

  • Do you think like an Akan-group or do you think differently?
  • If so, how and why does your interpretation differ from the proverbs and symbols of the Akan?

Practical information

  • ISBN: 9789492127068
  • Adinkra – intercultural communication game
  • Duration: 2-3 hours
  • Number of participants: 2-20 players
  • A game for young and old!
  • Suitable for a family reunion, associations, clubs, a cultural team outing, team training intercultural differences; guest lectures to students, teachers and other professionals, administrators and managers of international businesses.
  • For sale at our foundation Quest for wisdom as well as at the bookstore Pezzi-Pazzi Slijkstraat 46, 1381 BA Weesp in Weesp, tel.: 0294-769007;
    and the game shop Subcultures, Oudegracht 183, 3511 NE Utrecht, tel.: 030-7371007; 06-87918571.

Game content

Adinkra first official copy, December 11th 2019

One Adinkra box contains

  • 1 Play Guide (40 pages)
  • 8 cards with content, introduction, rules and colophon
  • 20 Round-1 cards, with classic Adinkra symbols (colour)
  • 4 Round-2 booklets with 20 fill-in sheets
  • 20 Round-2 cards, with modern Adinkra symbols (black and white)


For individuals

1 game box
1 game box including the masterclass per person
Prices do not include shipping costs

 € 45,-
€ 145,-

For freelancers and schools, foundations, NGOs and the like

1 game box
1 game box including the masterclass per person
Prices are exclusive of VAT and shipping costs

€ 75,-
€ 195,-

For profit organizations, business registration

1 game box
1 game box including the masterclass per person
Prices are exclusive of VAT and shipping costs

€ 125,-
€ 250,-

There are Adinkra workshops and masterclasses on-line!!!

Together with your team, family or other network you first follow an introduction by Louise Müller – expert in the field of African and intercultural philosophy – about backgrounds to the Adinkra game, the Asante culture and philosophy from Ghana.
Then you play Adinkra online with each other.
You can see how this intercultural communication game can also work digitally powerful and enhances connectivity in your own network!

A few impressions of participants:
“Great to experience this and see what is possible digitally.”
“Fun and creative initiative. Also beautiful things arise to keep in touch with each other. ”
“It is great that we are not bothered by the corona virus and that we still meet in this way.”
“Very inspiring and surprisingly fun !!!”

Louise Müller about the game:

“The Adinkra game with imaginative proverbs and powerful symbols from the Ghanaian culture allows people to experience the wisdom of the Akan philosophy in a playful way.”

Please, inquire about the possibilities:

Workshops, guest lessons and masterclasses, also on location

For team building, company outings, masterclasses cultural diversity, intercultural communication based on Adinkra.

Louise F. Müller gives workshops, guest lessons and master-classes also on location and tailored to the purpose of the meeting and the target group.

Such as an association, a club of friends, a family reunion, a cultural team outing, team training intercultural differences; guest lessons for students, teachers and other professionals, administrators and managers, who take inclusion and diversity to heart and want to further develop their cultural communicative skills.

More information and order

Ask for the possibilities and mail to:

The Adinkra team members

Author game description and concept development:
Dr. Louise F. Müller m.m.v. Dr. Heidi S.C.A. Muijen

Editing and graphic design:
Ir. Joke M. Koppius-Odink

The development, design and production of “Adinkra” came about thanks in part to:
Peace Amate (modern Adinkra symbols), Peggy Appiah, Dr. Kofi Dorvlo, Greg Suffanti, Engr. Richard Okine

  • The Asante proverbs come from the book “Bu Me B” by the British children’s book writer Peggy Appiah (1921-2006). Peggy lived most of her life in Kumasi, where she collected thousands of Asante proverbs.She was the wife of the Ghanaian politician Joe Appiah and the mother of the renowned Ghanaian-American philosopher Kwame Anthony Appiah.
  • The modern Adinkra symbols were collected by the Ghanaian Peace Amate, who wrote her Master’s thesis on these symbols. See: Amate, Peace. 2011. Visual representation of selected Akan proverbs in Ghana: Their philosophical and socio-cultural values. MA-thesis. Department of General Art Studies, Kwame Nkrumah University of Science and Technology.

* Source: Poirier, L., et al. (2014). Ghana Adinkra Symbols. Adinkra Symbols. Math is a Verb: Activities and Lessons from Cultures Around the World. L. Poirier, R. Eglash and B. Babbitt. Reston VA, National Council Teachers of Mathematics Publishers: 61-74., p. 62.

game Quest for wisdom

Pijler 4 De game Quest for wisdom: een digitale spelvorm ten behoeve van interculturele levenskunst

Wat is het doel?

dieren in het woud ― symbool voor natuurlijke wijsheid
Dieren in het woud ― symbool voor natuurlijke wijsheid

De game is een digitale spelvorm gebaseerd op interculturele visies op levensgeluk en levenskunst vanuit het Rad van interculturele levenskunst.
De game is geschikt voor individuen, groepen en teams ten behoeve van koersbepaling in leven en loopbaan door levenskunst. Dat gebeurt aan de hand van interculturele symbolen en verhalen uit wijsheidstradities in Oost, West, Noord, Zuid, in zeven rondes met vragen.

Je resultaat verschijnt als interculturele typering van de bij de gegeven antwoorden passende levenskunst in de zevende ronde, die je op je mailadres thuisgestuurd krijgt.

Wat kun je ermee?

Je kunt het spel voor jezelf spelen en daarna met anderen van gedachten wisselen over het resultaat. Daarmee kom je meer te weten over jouw koers in het leven als een cultureel gekleurde vorm die een kleurrijk profiel krijgt in het licht van interculturele levenskunst.

Bovendien is het mogelijk over dit resultaat met een begeleider van de Quest for wisdom foundation per mail, skype of face to face persoonlijk gesprek aan te gaan teneinde de betekenis van de symbolische wegwijzer verder te verkennen en daar waardevolle adviezen voor je persoonlijke en,of teamontwikkeling uit te halen! Informeer naar mogelijkheden:

Hoe werkt het?

vuurvogelkoning – mythische vogel, symbool voor transformatie
de Vuurvogelkoning – mythische vogel, symbool voor transformatie

Voor het spelen van de game is het nodig dat je je eerst registreert*.
Maak daarna je taalkeuze.

Door met een naam en je mailadres in te loggen, kom je in de digitale speelruimte terecht.
Aan het eind van de game krijg je het resultaat per mail toegestuurd:
een symbolische wegwijzer uit het Rad met een interculturele typering van jouw levenskunst.

* De QFWF doet zelf niks met deze door jou ingevulde persoonlijke gegevens!
Die zijn alleen nodig om je het resultaat per mail naar je toe te zenden.

Meer weten? Lees verder!


De game Quest for wisdom, de digitale spelvorm, laat deelnemers stilstaan bij (eigen en andermans) opvattingen over levensgeluk door middel van zeven vragen. Doel is voor jezelf en,of met anderen de ingeslagen koers in het leven te bezien en daarbij te herkennen hoe deze mede door culturele opvattingen is gevormd.

Aan de hand van de zeven vragen laten spelers het Rad langs 80 verschillende symbolen uit wijsheidsverhalen uit Oost, West, Noord of Zuid draaien en krijgen zij een pad van interculturele levenskunst toegewezen. Met dit resultaat, passend de bij de zelf gegeven antwoorden op de zeven vragen, krijgen deelnemers een interculturele symbolische wegwijzer mee. Deze wegwijzer en het wijsheidsverhaal waaraan het symbool is ontleend vormen een waardevolle spiegel, die door middel van dialoog verder kan worden verkend. Hiermee kun je de levenskunst van je zelf persoonlijk of als groep, familie, team verder gaan ontwikkelen.

Het Rad van interculturele levenskunst — waarop de game Quest for wisdom, is gebaseerd — draait rond 16 (inter)culturele wegen van levenskunst (richtingen hoe het leven vorm te geven vanuit cultureel diverse visies, praktijken, symbolen, rituelen en verhalen). Op basis van de gegeven antwoorden op de zeven vragen over
*de elementaire aard van de geluksbeleving
*de levenshouding die meandert tussen meer ondernemend of meer volgend zijn
*het richting geven aan het leven volgens een levensmotto
*het zich verder ontwikkelen op het levenspad door inzicht in de eigen sterke en verder te ontwikkelen kwaliteiten
*het kiezen van een eerstvolgende stap op dit pad
*het (be)spiegelen van die stap op de levensweg in het licht van de levenskunst bezien vanuit het Rad
*het herijken van de eerder gekozen levenshouding vanuit de gekozen symbolische wegwijzer uit het verhaal behorende bij de door het Rad beschreven levenskunst (één van de zestien richtingen van het Rad van interculturele levenskunst)
*de mogelijkheid om over deze uitkomst en de betekenis van de symbolische wegwijzer (het symbool uit een verhaal of mythe met wijsheid uit één van de vier windstreken) in dialoog te gaan met een begeleider van de Quest for wisdom foundation.

De game Quest for wisdom, is via de ‘knop’ rechts op deze pagina individueel te raadplegen. De gegeven antwoorden op de zeven vragen met het gekozen symbool uit de (inter-)culturele mythe of het verhaal kan op aanvraag per mail worden toegestuurd.
Nieuwsgierig naar de betekenis van het verkregen verhaal met het symbool als wegwijzer voor het ontwikkelen van (interculturele) levenskunst? Vraag een persoonlijk gesprek aan met een deskundig begeleider uit de Quest for wisdom foundation!

Op ieders vraag en behoefte toegesneden kan de game Quest for wisdom — ook in combinatie met storytelling of een andere spel- en dialoogvorm — onder begeleiding worden ingezet met behulp van deskundigen van de stichting. Bijvoorbeeld voor het ontwikkelen van een verbindende visie, een transculturele vorm, zoals een ritueel, een verhaal of een symbool voor een team, vereniging, familie, ….

Verdere plannen met de game Quest for wisdom

De digitale game Quest for wisdom kent nu ook een Engelstalige versie en wordt in de komende jaren verder uitgebreid in functionaliteit— ook in combinatie met fysieke vormen van spel en dialoog.
Met deze educatieve game beoogt de stichting eraan bij te dragen dat mensen individueel en in groepen (in werksetting of privé) bewustzijn en praktijken ontwikkelen hoe individuele en collectieve vormen van levenskunst verrijkt kunnen worden met interculturele visies en praxis.

De game Quest for wisdom: een rad voor interculturele levenskunst

lotusbloem ― symbool voor verlichting
de Lotusbloem ― symbool voor verlichting

De digitale game Quest for wisdom is een middel om op andere wijze met elkaar kennis te maken. Het samen spelen van de game stimuleert het gesprek over elkaars perspectief op het leven:

  • aan de hand van beelden en spreuken over elementair levensgeluk,
  • ontleend aan dichters en filosofen van over de hele wereld,
  • door de hele geschiedenis en alle culturen heen;
  • met elementaire typeringen over je levenshouding en levensmotto;
  • met symbolen over je sterke en nog verder te ontwikkelen kwaliteiten;
  • over een goede levenskoers en volgende stap in je ontwikkeling
  • met als resultaat een duiding van jouw levenskunst,
    door middel van een symbool als wegwijzer, ontleend aan een mythisch en filosofisch verhaal.

Behalve  de uitkomst uit de game Quest for wisdom ― de typering van een (interculturele) vorm van levenskunst met een verhaal ― kunnen deelnemers desgewenst over de betekenis van de gekozen route door de game en de symbolische wegwijzer een begeleidingsgesprek verkrijgen door een bedrag te doneren.

Diensten en tarieven

De game Quest for wisdom is een middel om interculturele levenskunst persoonlijk en als groep ― als familie, vereniging of team ― verder te ontwikkelen

heilige graal – symbool voor het volle levensgeluk
de Heilige graal – symbool voor het volle levensgeluk

* 1 x spelen is gratis! *
Door te doneren ben je vrij het spel vaker te spelen en kun je advies en begeleiding inwinnen over het verkregen resultaat:

  • € 5 -> je ontvangt per mail een korte omschrijving van de keuzes die je in het spel hebt gemaakt met uitleg over het symbool dat je in stap 7 gekozen, met in de mail een link naar de foto van dit symbool
  • € 25 -> als je via mail of skype van een deskundig begeleider van de stichting meer over de betekenis van het resultaat wilt weten!

* Graag een bedrag naar keuze doneren via de donatieknop! 

Kies eens voor een alternatieve invulling voor een teamdag: een speelse kennismaking met Interculturele filosofische levenskunst om je als team verder te ontwikkelen!

Wil je nadere uitleg, advies of begeleiding over het resultaat krijgen? Dat kan!

de kolibrie ― symbool voor vliegende vreugde
de Kolibrie ― symbool voor vliegende vreugde
  • € 75 -> Een adviesgesprek naar aanleiding van het verkregen resultaat en de gemaakte keuzen in de eerdere stappen van het spel; en hoe daarmee in het dagelijkse leven verder te gaan.
    Per mail, telefoon of skype. € 50,- per extra half uur skype of e-consultatie.
  • € 150 -> Een begeleidingsgesprek de betekenis van het verkregen resultaat en de gemaakte keuzen in de eerdere stappen van het spel. Wat betekent de uitkomst, bezien vanuit het Rad van interculturele levenskunst? Hoe kun je het symbool uit het verhaal als een wegwijzer voor je levenskoers gebruiken?
    Face to face van een uur inclusief met mogelijkheid van aanvullende consultatie.
    € 100 per extra uur begeleiding

Kennismaken met de game Quest for wisdom als team?

*Vraag een offerte voor een begeleid Quest for wisdom teamuitje, als ‘pre-conference’ activiteit om elkaar voorafgaande aan een conferentie te leren kennen. Of als een narratieve en interculturele benadering voor teamontwikkeling.
*Voor een combinatie van de game Quest for wisdom met een creatieve werkvorm en,of een andere fysieke spel of dialoogvorm.
*Voor het volgen van een training tot begeleider aan de hand van spel en dialoog.

Het spel zelf professioneel gebruiken? Dat kan in overleg!
Neem contact met ons op:

Creatief en inhoudelijk werker

Wie wil meewerken aan het realiseren van de doelstellingen van de QFWF?

 Wij denken aan de drie Quests van interculturele levenskunst. In het bijzonder

Creatieve skills

  • Interesse voor culturele en filosofische onderwerpen, èn sociale vaardigheden om de QFWF-doelstellingen te communiceren.
  • Affiniteit met kunstzinnige activiteiten, zoals cultureel vormend spel en gespreksvoering.
  • Communicatieve vaardigheden ten behoeve van het uitdragen van Ontmoetingsdagen en Masterclasses voor interculturele levenskunst.


We maken eerst kennis met elkaar en spreken een proeftijd af met een welomschreven taak of project.
Bij wederzijdse tevredenheid is er een perspectief op vervolgstappen in de organisatie in de rol die past en bevalt.
Steeds gaan de vervolgstappen in onderlinge afstemming.

Spreekt het je aan?

Neem dan svp contact op met:

QFWF Storytelling arts-based programme

R&D-team of QFWF

A programme, based on storytelling, the arts and intercultural dialogue…!


A Programme for enhancing global citizenship


Intercultural competences and transcultural arts-based educational materials

Using diverse cultural traditions of storytelling and different media to develop an arts-based programme for the enhancement of global citizenship by raising transcultural awareness and intercultural competences.


A research & development programme focussing on the educational power of storytelling, crossing borders of cultures and of media; developed under the auspices of the Quest for wisdom foundation.

Target group

Train the trainers: both in the educational field (elementary , high school level students) as well as in health care as an (inter)cultural ‘therapy’ for loneliness, depression, …; as well as in-company training for organisations in need for intercultural competences.


A collaborative project

  • the Quest for wisdom foundation (QFWF)
  • project-based collaboration with partners in educational & health-care fields

Designed by the R&D-team of QFWF

  • Louise Muller, PhD Religion and chieftaincy in Ghana
  • Nivedita Yohana, Doctorate in English Literature, University of Mysore, India
  • Tess van Dongen, dra. English Literature, University of Nijmegen, Netherlands
  • ….

1. The Annual Meeting Day 7th September 2019

For presenting and co-creating the art-based storytelling programme

The main goal will be an introduction to the art and power of storytelling: transcending cultural borders and creating coherence between people from different cultural backgrounds. Therefore the research question of the Annual Meeting Day will be: how might arts-based storytelling help to enhance global citizenship for different target groups, in terms of cultural diversity and intercultural competences and transcultural wisdom.

The Pre-announcement text:

“Het leven zelf is de grootste auteur!” Verhalen weerspiegelen de verbindende kracht waarin de eeuwigheid tot een eenheid van tijd, plaats en handeling is samengebald…. Al bewegend op het ritme van dag en nacht en gedragen op de wisseling der seizoenen, ontstaan plot en samenhang.

Stephen Fry schreef in het voorwoord van zijn hertelling van de Griekse mythen en heldenverhalen, dat zij

“… uit de verwarrende draden van het bestaan een compleet tapijt hebben geweven van legenden en verhalen.

De figuur Anansi reisde ten gevolge van de kolonisatie mee met de tot slaaf gemaakte Ghanezen en onderging in het Caribische gebied meerdere metamorfoses qua uiterlijk en karakter in een Surinaamse, Antilliaanse, Haïtiaanse, … held. Doorheen de culturele diversiteit belichaamt deze kleurrijke Anansi in de diaspora steeds humor, geslepenheid en rebelsheid!”

Rough outline of the programme

Highlighting 2 oral traditions from Ghanaian and Indian cultures:

African story telling game with Akan proverbs and Adinkra symbols

The art of Storytelling in Ghana with significant reference to “Kwaku Ananse” who is usually given such names as: Ananse the trickster, Ananse the wise man, Ananse the bad man etc. in most of his stories.
The Story behind the Akan Traditional Naming ceremony in Ghana.

The Pre-announcement text:

“In de orale cultuur van de Asante-bevolking, die in de zuidelijke regio West-Afrika (Ghana, Ivoorkust en delen van Togo) woont, zijn kunstwerken — bijvoorbeeld op gebruiksvoorwerpen, juwelen, gebouwen, kleding en koninklijke attributen — nooit als puur esthetisch bedoeld, maar nauw verbonden met gebruiken en morele waarden.”

Indian storytelling to discover transcultural themes in narratives: honesty, gender

The tradition of storytelling has long been embedded in the Indian culture. Having a close knit family unit, the stories laced with wisdom is narrated to children by the elderly.

Katha (Story) is an Indian style of religious storytelling, performances of which are a ritual event in Hinduism. It often involves professional storytellers who recite Hindu religious texts such as Puranas, The Ramayana or Bhagavata Purana, followed by commentary.

Kathas sometimes take place in households, involving smaller stories related to the genre. Kathas instill moral values by revealing the consequences of human action (karma).
India being a land of diverse cultures has every state and district follow its own style of storytelling. While some narrate, others employ props like puppets, mask and even musical instruments. There are some that are told through the medium of dance and music.

The Pre-announcement text:
1. Bursting Gender Stereotypes across the Cultures

“In the story of Sita and the story of Buddha Rama and Buddha are both considered to be great men and there are even religions formed because of them however no one really acknowledges the fact that both these men abandoned their wives to follow their interest. Budhha was a prince married with a child however he abandoned all of it to get enlightenment. My intention in bringing up this topic is to question the stories narrated to us and decondition the mind. Sometimes, we get so habituated and conditioned to the stories that we fail to see the other side of it. There are no right or wrong answers but only to encourage people to form their opinions and agree to disagree.

The workshops plays around these narratives to see if people actually see the other side of the story or if they see what they have been conditioned. In relation to the gender we can also further ask What if Buddha was a woman and had abandoned her husband and child to get enlightenment would society have accepted her and formed a religion? Again, different cultures have a different perception of women.”

2. Themes that bridge Cultures
  1. Play around the story of the woodcutter and the goddess and how the theme of honesty connects different cultures. Another activity I would like to propose is for people to create their own character, pick 2 nationalities (2 different cultures) and play with it and then read out to others. I have divided
  2. A game based on Indian proverbs, categorized according to the natural elements. How are the associations between those elements and proverbs made from an Indian perspective? How are certain emotions associated to the elements?
  3. storytelling for philosophy with young children. Presenting a “do-game” in which words of a story or thought can be put in gestures or actions of expressions.

The programme is composed of mixed arts-based activities

  • Wijsheidskaartenspel
  • Muzikale dialoog met Surinaamse gedichten
  • Congo tales in beelden
  • ….

2. Follow up of the Storytelling Programme

Educational goals: Intercultural and Transcultural Bridges between cultures and through art-based media

The QFWF-storytelling programme might be given a more general scope of enhancement of intercultural and transcultural competences for diverse target groups; or a specific educational focus, like ‘Burgerschapsvorming’ & 21st century skills. This focus would help broadening the horizon of the students in practicing the before mentioned 21st century skills, while giving knowledge about different cultures throughout the world.

For ‘Burgerschapsvorming’ & 21st century skills

  • Kritisch denken en Creativiteit
  • Communicatie en Samenwerken
  • Zelfsturing en Verantwoordelijkheid

Intercultural knowledge from (Indian, Ghanaian) storytelling traditions:

  • For better appreciation of stories and the art of storytelling;
  • Acquainting children, students with other cultures and explore the differences;
  • Making children, students curious about each other’s (inter)cultural backgrounds

Conveying the trans-cultural values in/ through the stories being told, about ‘the art of living’ (different perspectives on ‘the good life’).

  • Help children, students to articulate (moral, social, multicultural, …) experiences, appealing the imagination by means of storytelling and other arts-based activities;
  • Acquainting children, students with different (cultural) perspectives on ‘the good life’ and explore the differences

Awareness of mono-cultural biases and raising consciousness, becoming open for trans-cultural values

  • Sharing the (inter)cultural backgrounds of the children, students to elicit different perspectives on festivities, nature, gender, jobs, …;
  • Exploring differences and similarities;
  • Raising awareness of biases from one’s own culture
  • Stimulating appreciation of each other’s personal and (inter)cultural differences

Ideas about how the activities could be run

The programme could be done by printing out pictures of people dressed in their traditional attires and also show them little clips of videos doing their respective traditional dances.
So in this way, by showing colourful visuals and music to the children we can get them interested and curious to know about other cultures.
The children are step by step introduced to the cultures little by little. In this way they will get curious and interested in various activities and then go in-depth into the intercultural significance of cultural symbols etc.

The involvement of parents and teachers would be helpful in that they can assist with the reading and demonstration of art to the children. The children would also best appreciate the activities of the day if people they can better associated with are also partakers of the activities of the day.

Who would run the programme

R&D-team of QFWF:

  • Louise Muller, PhD Religion and chieftaincy in Ghana
  • Nivedita Yohana, Doctorate in English Literature, University of Mysore, India
  • Tess van Dongen, dra. English Literature, University of Nijmegen, Netherlands
  • ….

Partners to collaborate

In addition to the before mentioned educational goals the QFWF is looking for partners with whom to collaborate, both on an organizational level as well as by using the networks of people individually.

For example the QFWF is exploring the possibility of a collaboration between QFWF, a library and a school, through which a broader community could benefit as well. As the event could be held at the library premises, it would allow the students to better adopt and appreciate regular usage of the community library.

It would make the school community and guardians appreciate the agenda of QFWF so that it creates ground for funding for future projects.

Ideas for a longer term Programme


The Programme serves as introduction to the aim of intercultural storytelling

Theme 1 Introduction to Asian traditions

Both west Asia and east Asia…

Story retelling is an important pedagogical tool to help students improve their memory power, oral communication, listening abilities and sequencing skills.

Students need to learn how to listen and narrate a story well. If it is done by using a game or an activity, children become more motivated and creative.
India being a land of diverse cultures has every state and district follow its own style of storytelling. While some narrate, others employ props like puppets, mask and even musical instruments. There are some that are told through the medium of dance and music.

  • Using the traditional Indian folktale book “Panchatantra”
    to narrate stories followed by discussion. Encouraging the listeners to question, voice their opinion, listen to other’s perspective to articulate.
    Storytelling done through traditional music, drama, dance, poetry, and philosophy.
  • Narrating a story
    and then making listeners to repeat the story in their own words and give an alternate ending.
  • Story Circle
    One person begins a tale and stops after a few sentences. The next person picks up the story thread and continues it, then stops. Next person adds to it and so on until the tale comes to a resolution.
    The story could begin with a pre-selected title or subject to guide the improvisation.
  • Story around Proverbs
    Have students pick a familiar proverb for example: “Slow and steady winds the race” and encourage them to come up with a story that proves this proverb — the age old wisdom. Multicultural proverbs offer interesting insights into the universality of wisdom as well. Invite students to look at proverbs creatively and imagine the story the proverb suggests.
    For example:
  • One finger cannot lift a pebble. (Iranian)
  • When elephants battle, the ants perish. (Cambodian)
  • If you chase two hares, you will not catch either. (Russian)
  • The pot calls the kettle black. (United States)
  • It is better to turn back than to get lost. (Russian)
  • Talk does not cook rice. (Chinese)
  • To hide one lie, a thousand lies are needed. (India)
  • Creating Personal Fables
    Ask students to assign animal characters to represent people they know. This is a private process and no one but the student needs to know which animal represents the student’s mother, teacher, brother, or, themselves, etc. Have students create a story staring those animal characters
  • A Picture is Worth 1000 Words
    A class selects a classical painting. Looking at the painting for inspiration, the class constructs the first few sentences of a tale through group discussion and suggestion.

Theme 2 Introduction to African cultural traditions

From the Ghanaian tradition in particular:

Each bullet point represents a lesson and the idea is to organize monthly programs for schools where each of these lessons would be taught to the students, accompanied by pictures and videos to make it more interesting.

It is structured that for each (weekly?, monthly?) session there will be something new to be taught and learned.

  • The art of Storytelling in Ghana with significant reference to “Kwaku Ananse” who is usually given such names as: Ananse the trickster, Ananse the wise man, Ananse the bad man etc. in most of his stories.
  • The Story behind the Akan Traditional Naming ceremony in Ghana
  • Traditional Marriage Ceremony in Ghana
  • The story behind ancient games in Ghana and how it promoted togetherness in the community (games like:
  1. Oware, played by all age groups.
  2. Ampe, usually played by young ladies in the community.
  3. Ludu, usually played with dice and by all age groups.
  • The significance of Assase Yaa (the Earth god) in pouring of libation in Ghana. Libation pouring in Ghana was the traditional prayers that our forefathers offered to the Supreme Being, being the God of Heaven and the Lesser gods of the earth in wedding ceremonies, naming ceremonies and funeral ceremonies etc. before the arrival of the colonial masters which brought about Christianity. However, libation pouring is still being practiced in most major functions in Ghana.
  • The story behind Libation pouring in Ghana and the art of doing it.
  • The story behind the art of farming in ancient Ghana called “Indoboa” (Literally meaning help farming) where all the farmers in the community will assist one farmer in weeding and planting his crops and then jump unto another person’s farms to do the same until all the farmers have had their farms in shape. In the olden days the major occupation of the people were farming and hunting and that was what they did for a living, hence “Indoboa” was very significant in their culture.
  • The story behind the commanding of the Golden Stool of Okomfo Annokye (Okomfo means a traditional chief priest in Ghana) from the heavens to the earth. And the story behind how the Golden Stool became is a symbol of the strength of the Ashanti Kingdom of Ghana.
  • The story behind how Tetteh Quarshie smuggled a cocoa bean from Fernando Po to Ghana and how that single cocoa bean ultimately became the heart and soul of the Ghanaian economy till date.
  • The traditional art of drumming and dancing in Ghana.
  • The art of installation of a Chief in Ghana.

Theme 3 Critical thinking and Creativity sills: Introduction to intercultural perspectives and arts-based activities

For the students (at the library/ school) at specific days of the week.

  1. The reading and reciting of Dutch, English, Indian, Ghanaian poems around a particular theme (like marriage celebrations) intertwined with Dutch, English, Indian, Ghanaian
  2. Narrate stories behind cultural symbols, figurines.
    Ask students to draw the figurines they liked the best using pencil and crayons; and explain what really impressed them about that story.
  3. Listen to music from these countries and Dutch, English, Indian, Ghanaian cultures
    Ask students what they think of the music? Does it make them feel like dancing?
  4. Show students how festivities are celebrated in Dutch, English, Indian, Ghanaian
    Ask what they think about it?
  5. To encourage students to narrate a story, how they spent their last summer
    Ask them what did they like the most.

Theme 4 Communicative & Collaborative skills: Introduction to competitive and cooperative activities from intercultural perspectives

Structuring a workshop on stimulating the imagination with a cooperative touch

The students could be divided into three groups of 10 students to a group and one chosen book and its creative art work from each of the three settings or continents would be the subject of demonstration and discussion between the instructors and the students for each group, after which we change until all three groups have had their turn in experiencing all three different cultures.

A competition to test the understanding of the students could also be held at the end of the day and prizes could be awarded (subject for further discussion)

Structuring a workshop on stimulating the imagination with a cooperative touch

A story could be narrated to students followed by questions based on the story. It is asked to challenge their beliefs thus encouraging them to expand their horizon of thinking. Encourage them to interact with other children to understand their point of view thus validating their opinions.

Theme 5 Agency & Global Responsibility skills

What are the activities you would recommend? Stories, music, folk tales and such.

Theme 6 Introduction to Middle eastern tradition

What are the activities you would recommend? Stories, music, folk tales and such.

Theme 7 Introduction to Native American tradition

What are the activities you would recommend? Stories, music, folk tales and such.