ABSTRACT
Over the past few decades, there has been an increased focus on decoloniality in educational institutions, including the way teachers and students experience the learning journey and the opportunities offered within this environment. This chapter looks at empathy’s role in the process of decolonising learning experiences from the student’s perspective through the use of creative writing and digital storytelling as an arts-based method. The need for increased proximity in the workplace and classroom during the pandemic added additional strain to already struggling public universities in the Global South. Many students from marginalised communities found themselves back home with limited resources at their disposal and the need to engage a curriculum that was built on the foundations of face-to-face engagement. The enigmatic power of the story almost rests completely in the voice of the storyteller.
