Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education Jennifer L. Petrie December 2015 © 2015 Jennifer L. Petrie. All Rights Reserved. 2 This dissertation titled Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study by JENNIFER L. PETRIE has been approved for the Department of Educational Studies and The Patton College of Education by William K. Larson. Associate Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract PETRIE, JENNIFER L., Ed.D., December 2015, Educational Administration Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study Director of Dissertation: William K. Larson This dissertation examined the state of senior high school (SHS) music and dance education in the context of a growing economy and current socio-cultural transitions in Ghana. The research analyzed the experience of educational administrators, teachers, and students. Educational administrators included professionals at educational organizations and institutions, government officials, and professors at universities in Ghana. Teachers and students were primarily from five SHSs, across varying socioeconomic strata in the Ashanti Region, the Central Region, and the Greater Accra Region. The study employed ethnographic and multiple case study approaches. The research incorporated the data collection techniques of archival document review, focus group, interview, observation, and participant observation. Four interrelated theoretical perspectives informed the research: interdisciplinary African arts theory, leadership and organizational theory, post- colonial theory, and qualitative educational methods’ perspectives. The incorporation of multiple theoretical frameworks allowed for diverse perspectives on education to be acknowledged. The dissertation consists of five chapters, which include an introduction, literature review, methodology, presentation of findings, and analysis. The major findings of this study are organized into five thematic categories that examine: (a) the significance of music and dance education in Ghanaian SHSs, (b) the challenges of music and dance education in Ghanaian SHSs, (c) the influence of Ghanaian economic development on music and dance education in SHSs, (d) the role of educational 4 administrators, teachers, and students in decision-making regarding music and dance education in Ghanaian SHSs, and (e) Ghanaians’ vision of the future of music and dance education in SHSs and the recommendations offered by study participants. 5 Dedication I dedicate this to my mother, father, and sister who taught me to look at life with excitement, curiosity, creativity, and compassion. 6 Acknowledgments I sincerely thank Dr. William Larson, my dissertation chair, for his guidance and support. Dr. Larson provided encouragement and perspective from the start of the proposal to the conclusion. I am forever appreciative that Dr. Larson agreed to be my chair at a time when the Educational Administration doctoral program was short staffed. I am grateful for the time and dedication given to help me complete my doctoral degree. Dr. Larson is an exemplary educator and role model to me. I graciously thank committee members Professor Zelma Badu-Younge, Dr. Francis Godwyll, Dr. Yegan Pillay, Dr. Barbara Trube, and Professor Paschal Younge for their support, time, and valuable insights throughout this journey. I am grateful to Professor Badu-Younge who worked as co-chair since January 2015. I value the many conversations and encouragement that Professor Badu-Younge gave to help me complete the final stages of my dissertation. Professors Badu-Younge and Younge deserve special recognition for their contribution to my dissertation and education. They have worked tirelessly to teach me and other students at Ohio University the intricacies of the creative performing arts in Ghana, Africa, and cultures across the globe. Their role as directors of Azaguno, a multiethnic performance ensemble that focuses on traditional and contemporary African performance, as well as performance traditions throughout the globe, has challenged me to experience music and dance in diverse ways. Their research and astute observations of cultural and educational practices around the world have contributed immensely to my dissertation research. I am grateful to Professor Younge’s efforts to facilitate contacts in Ghana, particularly with Dr. Cosmas Mereku at the University of Education, Winneba. Without 7 the gracious contacts and introductions provided by Professor Younge, my research in Ghana would have been far more challenging. I thank Professor Badu-Younge for encouraging me to complete research on dance education practices in Montreal, Quebec and Toronto, Ontario, Canada, and presenting my dissertation research at the World Dance Alliance Conference in Angers, France in July 2014, which helped broaden my knowledge of educational practices in dance globally. Professors Badu-Younge and Younge’s mentorship has helped me to persevere and grow as an academic. Moreover, I am indebted to their gracious support and guidance that they provided me while I was taken ill in Ghana. Dr. Godwyll deserves distinct recognition for encouraging me to pursue a doctoral degree as well as offering insights to the intricacies and complexities of the education system in Ghana. His courses developed my analytical abilities and critical voice on educational practices in the US and in the international context. I am appreciative of his dedication to continue to be on my committee despite his new appointment at the University of North Florida. I am thankful to the Ohio University Student Enhancement Award and the Patton College of Education Graduate Research Fund that supported my dissertation research in Ghana. I am forever indebted to Dr. Mereku and his wife Joanne Mereku. Their gracious guidance, hospitality, and support made my travel in Ghana enjoyable. Dr. Mereku’s countless conversations, words of introduction, and knowledge of music and dance education in Ghana greatly enhanced the quality of data collected. Dr. Mereku’s willingness to facilitate contacts with educators, government officials, and teachers exemplified his dedication and thoughtfulness as my mentor in Ghana. Joanne Mereku’s 8 hospitality, cooking, and wisdom are appreciated. I extend my gratitude for their assistance when I was taken ill in Ghana. I appreciate the time of my research participants at Aggrey-Memorial A.M.E. Zion SHS, Bokoor Studio Archives, the Christian SHS in the Ashanti Region, Ghana Education Service, Mfantsipim, the Musicians Union of Ghana, the National Commission of Culture, Peace Corps Ghana, the SHS in Accra, the University of Cape Coast, the University of Education, Winneba, the University of Ghana, Legon, and Winneba SHS. I am thankful for Professor Steve Howard, whose guidance and support encouraged me to continue to pursue African educational studies at the doctoral level. His time and effort spent on the Ohio University FLAS program are appreciated as Akan enhanced my dissertation research. I extend gratitude to my Akan instructors Bridget Tetteh-Batsa and Doreen Ahwireng whose teaching of Akan greatly facilitated my dissertation research. I am fortunate to have sat in Dr. Nick Creay’s African history class in my last year of undergraduate study at Ohio University. His class discussions, lectures, and readings about African history changed my perspectives on the world. His passion as an Africanist is truly infectious; as a result I have never looked at history in the same way. I am thankful for the guidance and support that he has provided through my dissertation process. I am also thankful to Dr. Ghirmai Negash and Dr. Dwan Robinson for continued support of my education at Ohio University. I am thankful to Sarah Amanfu, doctoral candidate in Education at the University of Pittsburgh for helping to transcribe interviews. Her insights concerning the nuances of language and review of Akan translations enhanced the accuracy of my transcripts. I am 9 thankful to Anthony Bergamesca, an undergraduate student at Ohio University who helped in restoring audio files. I am thankful to Amanda Lopez-Kurtz and the staff at Verbal Ink who also assisted with transcriptions. Moreover, I am thankful to my friends Brittany Brunty and Patrick Wyman who spent many hours offering comments and suggestions to my dissertation. I am thankful to the comments and suggestions offered by Dr. Catherine Cutcher regarding APA, transcriptions, and qualitative studies, Ashley Hopkins concerning ATLAS.ti coding, and Dr. Katie Petrie concerning formatting and perseverance in completing the final stages of the dissertation. I am thankful to Heather Lechowicz and Nicole Muccari whose encouragement to complete and finish my dissertation has been the most helpful. I appreciate the encouragement of Brittni Barranco, Chelsea Barranco, Mustapha Braimah, Miaghen Dahn, Eric Fountain, Jon Lawson, Keith Moone, Kris and Allison Olsen, and Michael Ofori. I am especially thankful to Bethany Tebbe, Patrick Wyman, my sister, and my parents whose conversations while I was ill in Ghana were incredibly supportive and caring. I am thankful to Susan and David Hostetler for opening up their home to me while I was completing my doctoral degree. I have gratitude