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Adzahlie-Mensah, Vincent.Pdf A University of Sussex DPhil thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details i BEING ‘NOBODIES’: SCHOOL REGIMES AND STUDENT IDENTITIES IN GHANA VINCENT ADZAHLIE-MENSAH DOCTOR OF PHILOSOPHY UNIVERSITY OF SUSSEX NOVEMBER, 2013 ii ACKNOWLEDGEMENT My adviser, Prof. Mairead Dunne, provided invaluable support to me in the course of this research. She took interest in my academic, economic and social needs. Prof. Mario Novelli provided critical comments that shaped my thinking and theorisation. He is more than a friend, a present help in the time of need. Dr. Barbara Crossouard deserves special mention for her guidance as PhD Convenor. My PhD colleagues and staff of the Centre for International Education have been a source of great support throughout the period of my studies. I cannot forget the invaluable support that the families of Rebecca Webb and Rachel Thompson provided me in some of my most difficult moments. Ghana Education Trust Fund (GETFUND) provided sponsorship to support my studies through the staff development programme of the University of Education, Winneba. I am eternally indebted to students and staff of the study school at the time of the research. They are the main sources of the data that is published in this thesis. I am grateful to Professor Akwasi Asabere-Ameyaw for his faith in me. Akpe. iv DEDICATION Essey Adzahlie-Mensah Etor Adzahlie-Mensah Evelyn Hlordzi This may never repay what you sacrificed for it. v TABLE OF CONTENTS TITLE PAGE.....................................................................................................................i ACKNOWLEDGEMENT ............................................................................................... ii DECLARATION ............................................................................................................ iii DEDICATION .............................................................................................................. iv TABLE OF CONTENTS ................................................................................................ v LIST OF TABLES ......................................................................................................... x LIST OF FIGURES ...................................................................................................... xi LIST OF ABBREVIATIONS ......................................................................................... xii SUMMARY ................................................................................................................. xiii CHAPTER ONE ............................................................................................................ 1 OVERVIEW .................................................................................................................. 1 1.1 Introduction ..................................................................................................... 1 1.2 Rationale ............................................................................................................. 3 1.3 Country overview................................................................................................. 5 1.4 Conceptual formations ........................................................................................ 9 1.5 Terminology ...................................................................................................... 12 1.6 Structure of the thesis ....................................................................................... 13 CHAPTER TWO ......................................................................................................... 15 EDUCATION AND DEVELOPMENT .......................................................................... 15 2.1 Introduction ....................................................................................................... 15 2.2 Overview of Education and Development Debates around EFA ........................ 15 2.3 Anti-colonial perspectives of schooling in developing countries ......................... 23 2.4 Schools as locations of power ........................................................................... 29 2.5 Schools as locations of identities ....................................................................... 37 vi 2.5.1 School language and identities ................................................................... 40 2.5.2 School Culture and identities ...................................................................... 44 2.5.3 Gender identities in schooling ..................................................................... 47 2.6 Summary ........................................................................................................... 51 CHAPTER THREE ..................................................................................................... 52 SCHOOLING IN GHANA ............................................................................................ 52 3.1 Introduction ....................................................................................................... 52 3.2 Historical context: Origins of schooling in Ghana ............................................... 52 3.3 British colonial education in Ghana (1852-1952) ............................................... 56 3.4 De-colonising education: Schooling reforms in post-colonial Ghana .................. 60 3.5 Schooling Reforms in the Post-Nkrumah Era .................................................... 62 3.6 The 1992 Constitution and Free Compulsory Universal Basic (FCUBE) ............ 65 3.7 Research on Schooling in Ghana ...................................................................... 66 3.8 Summary and Research questions .................................................................... 73 CHAPTER FOUR ....................................................................................................... 75 METHODOLOGY AND METHODS ............................................................................ 75 4.1 Introduction ....................................................................................................... 75 4.2 Institutional ethnography ................................................................................... 75 4.3 Research Approach ........................................................................................... 79 4.4.1 Why Case Study ......................................................................................... 80 4.4.2 The case study school ................................................................................ 81 4.4.3 Research participants ................................................................................. 86 4.4 Data Collection and Methods ............................................................................ 87 4.4.1 Interviews ................................................................................................... 87 4.4.2 Observation ................................................................................................ 90 4.4.3 Documentary data....................................................................................... 91 vii 4.5 Data analysis ..................................................................................................... 93 4.6 Ethics and ethical dilemmas .............................................................................. 96 4.7 Researcher identity and reflexivity ................................................................... 102 CHAPTER FIVE........................................................................................................ 107 SCHOOLING AS CONTROL .................................................................................... 107 5.1 Introduction ..................................................................................................... 107 5.2 School organisation ......................................................................................... 108 5.3 School timetable .............................................................................................. 117 5.4 School Code of Discipline ................................................................................ 124 5.5 Conclusion ...................................................................................................... 133 CHAPTER SIX .......................................................................................................... 135 SCHOOLING AS REPRODUCTION OF KNOWLEDGE ........................................... 135 6.1 Introduction ..................................................................................................... 135 6.2 Curriculum subjects ......................................................................................... 135 6.3 English as language of instruction ................................................................... 141 6.4 Classroom Teaching and Learning Practices .................................................
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