Post-colonial dilemmas in the construction of Ghanaian citizenship education: National unity, human rights and social inequalities
Madeleine Arnot, Faculty of Education, United Kingdom ; Leslie Casely-Hayford, Associates for Change, Ghana ; Thomas Yeboah, Centre of Development Studies, United Kingdom
International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd
This article contributes to the growing interest in the compromises which African models of citizenship education make between Western and indigenous curricular agendas. It traces how Nkrumah’s educational ideals were reshaped by the teaching of human rights, individual independence, enterprise and economic development. We employ historical policy research, a critical literature review and interviews with key officials to construct a chronology of Ghanaian civic education, providing insights into postcolonial dilemmas around promoting national unity over social difference, critical learning and child-centred pedagogy, the valuing of indigenous cultures, challenging social inequalities and the need for the ‘decolonisation of the mind’ (Sefa Dei 2005b).
Arnot, M., Casely-Hayford, L. & Yeboah, T. (2018). Post-colonial dilemmas in the construction of Ghanaian citizenship education: National unity, human rights and social inequalities. International Journal of Educational Development, 61(1), 117-126. Elsevier Ltd.