Post-colonial dilemmas in the construction of Ghanaian citizenship education: National unity, human rights and social inequalities

Madeleine Arnot, Leslie Casely-Hayford, Thomas Yeboah

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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).

Original languageEnglish
Pages (from-to)117-126
Number of pages10
JournalInternational Journal of Educational Development
Volume61
DOIs
Publication statusPublished - 1 Jul 2018
Externally publishedYes

Keywords

  • Citizenship education
  • Ghana
  • Human rights
  • Social inequality
  • Youth

ASJC Scopus subject areas

  • Education
  • Development
  • Sociology and Political Science

Fingerprint Dive into the research topics of 'Post-colonial dilemmas in the construction of Ghanaian citizenship education: National unity, human rights and social inequalities'. Together they form a unique fingerprint.

Cite this