This session highlights the transformative power of indigenous languages and their ability to provide access to knowledge through multimedia Open Educational Resources. It draws from the influential ideas of Ngũgĩ wa Thiong’o, especially his book 'Decolonising the Mind', to demonstrate that language is more than just a means of communication; it embodies culture, identity, and ways of knowing. The talk moves beyond criticizing the system to argue that true decolonization in education involves actively creating and sharing knowledge in indigenous languages.During the session, we will explore ongoing work in Yorùbá, showing how multimedia OER can take various forms: traditional storytelling, audiovisual learning tools, terminology databases, and digital content rooted in cultural contexts. These resources are designed to make information freely accessible and to promote more culturally responsive teaching. They also aim to reach young people, particularly those in the diaspora who often feel disconnected from their linguistic and cultural roots.What is exciting is how a multimedia approach: combining text, audio, visuals, and interactive features can greatly improve understanding, memory, and cultural connections. We will also address the real challenges involved: developing terminology, ensuring quality, and establishing standards for languages that have historically been minoritised. At the same time, we will highlight collaborative, community-driven methods of knowledge production.A key part of the discussion will focus on open licensing and its role in democratising access to knowledge. When educational resources are free and adaptable, communities are no longer just passive recipients; they become co-creators capable of shaping content to fit their own contexts. This shift redistributes power away from dominant knowledge systems and encourages more inclusive, diverse learning approaches.Participants will leave with practical ideas for creating multilingual, multimedia OER and strategies for integrating indigenous knowledge into both formal and informal education. This session will especially benefit educators, researchers, technologists, and cultural practitioners passionate about decolonization, digital humanities, language revitalisation, or open education.Ultimately, this session emphasises that indigenous languages are not secondary; they are central to our global knowledge systems, where access, representation, and cultural authenticity are foundational to how we learn.
