In the contribution, first the concept of development and its interrelations with education is critically discussed. This leads to reflexions on the dysfunctionality of these educational concepts in certain so called non-western contexts in the majority world (also called global south). Instead of following the concept of development, the conditions, under which "creativity" and "innovations" can emerge in local contexts, are discussed from a network theory or relational perspective. As a basis, the emergence of knowledge in general is explained shortly, including also in line with the interest of the special issue in locality thoughts on indigenous knowledge. This approach is bringing together thoughts on localities, networks, and the emergence of knowledge with perspectives on conditions of possibilities for the emergence of innovations and creativity. I am using tools from the network theory to describe and analyse these relations and processes in detail. For the analysis, I will use an example from a Nigerian classroom.