Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana A thesis presented to the faculty of the Center for International Studies of Ohio University In partial fulfillment of the requirements for the degree Master of Arts Ousmane Diop December 2013 © 2013 Ousmane Diop. All Rights Reserved. 2 This thesis titled Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana by OUSMANE DIOP has been approved for the Center for International Studies by Stephen W. Howard Professor of Media Arts and Studies W. Stephen Howard Director, African Studies Lorna Jean Edmonds Vice Provost for Global Affairs 3 Abstract DIOP, OUSMANE, M.A., December 2013, African Studies Decolonizing Education in Post-Independence Sub-Saharan Africa: The Case of Ghana Director of Thesis: Stephen W. Howard The research focuses on Ghana, as a case study to investigate the history of education in Sub-Saharan Africa. It claims that African education (Ghanaian education in particular) has had a long history of colonization that the post-independence period has not yet been able to subvert. Ghanaian education is still under Western dominance, leading many scholars to denounce the mere ―copy paste‖ and ―mimicry‖ of Western curricula in Ghanaian schools. This research advocates a decolonization of African education in order to align African education with the African context and challenges. This research is based on secondary data analysis to gauge the evolution of Ghanaian education from pre-colonial to post-colonial and the efforts towards decolonization. The research reaches the conclusion that, despite the domination of Ghanaian education by Western models and the negligence of African/Ghanaian indigenous knowledge, the Government of Ghana displays much devotion to adapting education to national needs. The significance of indigenous knowledge is also acknowledged; but it has much more prominence in Basic school than in Secondary school. 4 Dedication To my mother, Marième Thiam, who inculcated me with African cultural values and morality through songs, stories, and proverbial wisdom and who, despite never attending school, also understood the value of Western education. 5 Acknowledgments I would like to express my gratefulness to the people who have been instrumental in making this work possible. I thank Dr. Howard for an unwavering support and for the valuable courses on research methods and ethics that constitute the background of my interest in indigenous knowledge issues. Dr. Godwyll and his expertise on education, educational theories and his dedication to the moral imperative of education and school leadership have provided me with much insight on education in Africa and Ghana in particular. Dr. Ciekawy and her courses on cultural anthropology, anthropology of religion and cultures and people of Sub-Saharan Africa have been of tremendous relevance to this research. Finally, I am also grateful to Pr. Ampiah, Dean of the Faculty of Education at the University of Cape Coast (UCC), Ghana, who provided me with reports and policy documents on Ghanaian education. 6 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 4 Acknowledgments ............................................................................................................... 5 List of Tables ...................................................................................................................... 8 List of Figures ..................................................................................................................... 9 Chapter One: Introduction ................................................................................................ 10 Background of the Study .............................................................................................. 10 Statement of the Problem .............................................................................................. 15 Research Questions ....................................................................................................... 19 Purpose/Significance of the Study ................................................................................ 19 Delimitation and Limitation .......................................................................................... 23 Delimitation. ............................................................................................................. 23 Limitation. ................................................................................................................. 23 Definitions .................................................................................................................... 24 Indigenous Knowledge ............................................................................................. 24 Indigenous Education ................................................................................................ 27 Use of Abbreviations/Acronyms .................................................................................. 32 Organization .................................................................................................................. 33 Chapter Two: Literature Review ...................................................................................... 35 Pre-Colonial Education: The Religious and Trade Factors .......................................... 35 The Arab Influence: Islamic Education .................................................................... 37 The Christian Missionary Education ......................................................................... 43 Colonial Education ....................................................................................................... 51 The Establishment of Achimota: Vocationalism and Character Building ................ 57 The Era of Independence: Breaking away from the Past .............................................. 61 The West as “Center” or Standard Bearer .................................................................... 66 Paradigm Shift: Decolonization .................................................................................... 73 Challenging the Status Quo ....................................................................................... 73 7 Afrocentricity ............................................................................................................ 82 Summary of Chapter Two ............................................................................................. 90 Chapter Three: Research Methodology ............................................................................ 93 Design ........................................................................................................................... 93 Population ..................................................................................................................... 94 Research Instruments .................................................................................................... 95 Data Collection Procedure ............................................................................................ 95 Data Analysis ................................................................................................................ 97 Chapter Four: Findings and Discussions .......................................................................... 99 Evolution of Ghanaian Education from Colonial to Post-colonial ............................. 100 Inclusion of Ghanaian Culture in Ghanaian Education .......................................... 101 Colonial Education in Achimota: The Cultural Dimension .................................... 106 National Languages and History in Ghanaian Schools ........................................... 113 Lessons from Personal Teaching and Learning Experience ................................... 125 Review of Ghanaian Education Policies and Reports ............................................. 131 Textbooks Review .................................................................................................. 142 Ghana Kasasua na Amambra .............................................................................. 144 Basic Design and Technology for Junior High Schools 1 .................................. 145 Religious and Moral Education for JHS 1-3. ...................................................... 148 Social Studies in Scope for Junior High School 1-3 ........................................... 150 Social Studies for Senior High Schools .............................................................. 153 Summary of Chapter Four .......................................................................................... 154 Chapter Five: Conclusion, Implications for Theory and Recommendations .................. 158 Conclusion .................................................................................................................. 158 Implications for Theory and Recommendations ......................................................... 163 References ....................................................................................................................... 170 Appendices .....................................................................................................................