Smail, Amy;
(2024)
Ethnic, national, and African consciousness: lessons learned from Ghanaian teachers about decolonising citizenship(s).
Compare: A Journal of Comparative and International Education
10.1080/03057925.2024.2370297.
(In press).
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Abstract
Redefining Ghanaian citizenship has been the impetus for the new 2019 educational reform. For President Akufo-Addo, fostering a more located historic expression of citizenship in learners is central for renewing pride and innovation to move Ghana out of poverty. Teachers are seen as central to this change. Based on 26 interviews, this qualitative study explores lessons learned from government primary schoolteachers about citizenship, in relation to their learners. Primarily, their Ghanaian citizenship(s) was an interdependent definition covering their ethnic, national, and (Black) African consciousness. Inspired by the Pan-African theorist, Kwame Nkrumah, the definition was articulated as ‘Oneness;’ an African relational ontology for seeking unity in difference to disinherit colonialism. This was grounded in ‘Rootedness,’ symbiotic with how teachers located their learners’ ethnic identities and differences through indigeneity. A conceptual model for decolonising citizenship(s) is presented, offering praxis within and beyond the African classroom, highlighting Ghana’s role in the decolonial project.
| Type: | Article |
|---|---|
| Title: | Ethnic, national, and African consciousness: lessons learned from Ghanaian teachers about decolonising citizenship(s) |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03057925.2024.2370297 |
| Publisher version: | https://doi.org/10.1080/03057925.2024.2370297 |
| Language: | English |
| Additional information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Citizenship; Ghana; ethnicity; primary education; decolonising |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10207317 |
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