Abstract
The aim of this research is to examine the influence of Ghana’s post-independence education policies and reforms in promoting citizenship education in Ghanaian basic schools. Also, it addresses the challenges of citizenship education and democratic participation among children in Ghana, a nation grappling with the complexities of embracing diversity and social inclusion. The research is based on the recognition that a multi-ethnic society such as Ghana faces the challenge of balancing a unified concept of citizenship with respect for diverse identities.
Therefore, through historical policy analysis and relevant literature examination, we analysed how well education policies promote citizenship education in basic schools in Ghana. Our analysis and review drew from a variety of policy and reform documents and legal frameworks relating to the implementation of citizenship education in Ghana.
The research finds a historical interplay between democratic values, human rights discourse, nationalism, economic development, and cultural preservation. Key findings highlight challenges such as effective management, fairness, inclusiveness, and social accountability within citizenship education. Additionally, the study reveals that Ghana’s citizenship education is primarily influenced by liberalist ideology, which presents a skewed perspective on children’s citizenship participation, inclusion, and diversity.
The findings of this research will provide valuable insights for education policymakers, assisting them in contextualising the concept of citizenship education within both historical and modern contexts. Finally, the findings will enlighten stakeholders about the importance of broadening the reach of citizenship education beyond traditional school environments.
Therefore, through historical policy analysis and relevant literature examination, we analysed how well education policies promote citizenship education in basic schools in Ghana. Our analysis and review drew from a variety of policy and reform documents and legal frameworks relating to the implementation of citizenship education in Ghana.
The research finds a historical interplay between democratic values, human rights discourse, nationalism, economic development, and cultural preservation. Key findings highlight challenges such as effective management, fairness, inclusiveness, and social accountability within citizenship education. Additionally, the study reveals that Ghana’s citizenship education is primarily influenced by liberalist ideology, which presents a skewed perspective on children’s citizenship participation, inclusion, and diversity.
The findings of this research will provide valuable insights for education policymakers, assisting them in contextualising the concept of citizenship education within both historical and modern contexts. Finally, the findings will enlighten stakeholders about the importance of broadening the reach of citizenship education beyond traditional school environments.
Original language | English |
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Publication status | Published - 27 Nov 2024 |
Event | Scottish Education Research Association [SERA] Conference: Education in a Fragile World: Past, Present and Future - Dundee, Scotland, Dundee, United Kingdom Duration: 27 Nov 2024 → 29 Nov 2024 https://www.sera.ac.uk/conference/sera-conference-documentation-2024/ |
Conference
Conference | Scottish Education Research Association [SERA] Conference: Education in a Fragile World: Past, Present and Future |
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Country/Territory | United Kingdom |
City | Dundee |
Period | 27/11/24 → 29/11/24 |
Internet address |