Share This Article:

Education and Socialization in Ghana

Abstract Full-Text HTML Download Download as PDF (Size:93KB) PP. 96-105
DOI: 10.4236/ce.2011.22014    7,682 Downloads   14,143 Views   Citations


Africa has always been an important source of rich information for knowledge production. There has always been a curiosity about Africa that has served different imaginations and interests. But how do we learn and teach about Africa in ways that are informed by an appreciation of African peoples’ rich cultural knowledges, com- plexity and historic resistance of local peoples to carve out their own futures and dreams? I would maintain that knowing about education and socialization offer some important directions in this search for knowledge. Tradi- tional African education has utilized a variety of instructional and pedagogic methods as well as guides and resources to educate youth. Education in African communities has happened in multiple sites, formal and non-formal. Just as West African education can benefit from a study of educational delivery in other contexts, I would argue that a study of important aspects of West African formal and non formal education and socializa- tion of young learners may offer significant lessons for educating youth in other societies. There is intellectual relevance in asking such questions as: What and how do students in West African learn? What activities, stories do students experience in their education that can be incorporated into the curriculum to enrich educating stu- dents from diverse backgrounds in other contexts? What is the nature of the environment in which students learn in West Africa?

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Dei, G. (2011). Education and Socialization in Ghana. Creative Education, 2, 96-105. doi: 10.4236/ce.2011.22014.


[1] Abdi, A., & Alie, C. (Eds.) (2005). Issues in African education: Sociological perspectives. New York: Palgrave Macmillan.
[2] African Population and Health Research Center (2007). Strategies for Universalizing Primary Education in Sub-Saharan Africa.
[3] Agrawal, A. (1995). Dismantling the divide between indigenous and scientific knowledge. Development and Change, 26, 413-439. doi:10.1111/j.1467-7660.1995.tb00560.x
[4] Asabere-Ameyaw, A, Dei, G. J. S, & Raheem, K. (2012). The question of indigenous science and science education: A look at the literature. In A. A. Asabere-Ameyaw, G. Dei and K. Raheem (Eds.), Contemporary issues in African science education. Rotterdam: Sense Publishers.
[5] Bascom, W. (1965). The forms of folklore: Prose narratives. Journal of American Folklore, 78, 3-20. doi:10.2307/538099
[6] Battiste, M. A., & Henderson, J. Y. (Eds) (2000). Protecting indigenous knowledge and heritage: A global challenge. Saskatoon: Purich.
[7] Berthelemy, J.-C. (2006). To what extent are African education policies pro-poor? Journal of African Economies, 15, 434-469. doi:10.1093/jae/eji032
[8] Boateng, F. (1990). African traditional education: A tool for inter- generational communication. In M. K. Asante and K. W. Asante (Eds.), African culture: The rhythms of unity (pp. 109-122). Trenton: African World Press.
[9] Brock-Utne, B. and Skattum, I. (Eds.) (2009). Language and education in Africa: A comparative and transdisciplinary analysis. Oxford: Cambridge University Press.
[10] Dei, G. J. S. (1993). Indigenous african knowledge systems. Tropical Geography, 14, 28-41. doi:10.1111/j.1467-9493.1994.tb00222.x
[11] Dei, G. J. S. (2011a). Integrating local cultural knowledge as education for young African learners. Canadian and International Education Journal, 40.
[12] Dei, G. J. S. (2011b). Indigenous philosophies and critical education. New York: Peter Lang Publishing.
[13] Dei, G. J. S. (2011c). The lessons of indigenous philosophies for critical education. Keynote Address at the 4th Annual Conference on ‘Decolonizing the Spirit’. Toronto: Ontario Institute for Studies in Education of the University of Toronto.
[14] Dei, G. J. S., Hall, B., & Rosenberg, D. G. (Eds) (2000). Indigenous knowledges in global contexts: Multiple readings of our world. Toronto: University of Toronto Press.
[15] Fafunwa, A. B., & Aisiku, J. (Eds.) (1982). Education in Africa: A comparative study. London/Boston: George Allen & Unwin.
[16] Friedman, J. (1992). The past in the future: History and the politics of identity. American Anthropologist, 94, 837-859. doi:10.1525/aa.1992.94.4.02a00040
[17] Ginsburg, F. (1994). Embedded aesthetics: Creating discursive space for indigenous media. Cultural Anthropology, 9, 365-382. doi:10.1525/can.1994.9.3.02a00080
[18] Jegede, O. (1994). African cultural perspectives and the teaching of science. I. J. Solomon and G. Aikennhead, (Eds), STS education: International perspectives on Reform (pp.120-130). New York: Teachers College Press.
[19] Kudadjie, J. N. (1996). Ga and dangme proverbs: For preaching and teaching. Accra: Asempa Publishers. URL (Retrieved on 20 May 2005)
[20] Le Grange, L. (2004). Western science and indigenous knowledge: Competing perspectives or complementary frameworks? South African Journal of Higher Education, 18, 82-91.
[21] Le Grange, L. (2007). Integrating western and indigenous knowledge systems: The basis for effective science education in South Africa? International Review of Education, 53, 577-591. doi:10.1007/s11159-007-9056-x
[22] Lewin, K. M. (2008). Strategies for sustainable financing of secondary education in sub-saharan Africa. Human Development Series World Bank Working Paper No. 1 3 6. Washington, DC: World Bank.
[23] Limón, J. (1991). Representation, ethnicity and precursory ethnography: Notes of a Native anthropologist. R. Fox and Fe. Santa (Eds), Recapturing anthropology (pp. 115-135). Santa Fe, N.M.: School of American Research.
[24] Mundy, K. (2008). Global politics and local realities in the realization of the universal right to education. In S. Moor and R. Mitchell, (Eds.), Power, pedagogy and praxis: Social justice in the globalized classroom. London: Routledge Adult and Professional Education Series.
[25] Opoku, K. A. (1975). Speak to the winds: Proverbs from Africa. New York: Northrop, Lee & Shepard Co.
[26] Opoku, K. A. (1997). Hearing and keeping. Akan proverbs. Accra: Asempa Publishers.
[27] Pachocinshi, R. (1996). Proverbs of Africa: Human nature in the Nigerian oral tradition: An exposition and analysis of 2,600 proverbs from 64 peoples. London: Continuum International Publishing.
[28] Purcell, T. W. (1998). Indigenous knowledge and applied anthropology: Question of definition and direction. Human Organization, 57, 258- 272.
[29] Roberts, M. B., Haami, R., Benton, T., Satterfield, M. L., Finucane, M. H., & Manuka, H. (2004). Whakapapa as a Maori mental construct: Some implications for the debate over genetic modification of organisms. The Contemporary Pacific, 16, 1-28. doi:10.1353/cp.2004.0026
[30] Semali, L. M., & Kincheloe, J. L. (Eds.) (1999). What is indigenous knowledge? Voices from the academy. New York: Falmer Press.
[31] Sifuna, D. N. (1992). Diversifying the secondary school curriculum: The African experience. International Review of Education, 38, 5-20. doi:10.1007/BF01097941
[32] Solomon, J. & Aikennhead, G. (Eds.) (1994). STS education: Inter- national perspectives on Reform. New York: Teachers College Press.
[33] Tucker, V. (1999). The myth of development: A critique of eurocentric discourse. In R. Munck and D. O’Hearn (Eds.), Critical development theory: Contributions to the new paradigm (pp. 1-26). London: Zed Books.
[34] Ward, M., Bourne, J., Alan, P., & Mark, P. (2003). Why do education policies in East Africa fail? What’s changing? Journal of Education, 30, 127-148.
[35] Wolfgang, M., & Alan, D. (1981). The wisdom of many: Essays on the proverb. New York: Garland Publishing.
[36] Yankah, K. (1989). The proverb in the content of Akan rhetoric: A theory proverb praxis. Bern, Frankfurt au Main: Peter Lang.
[37] Yankah, K. (1995). Speaking for the chief: Okyeame and the politics of Akan oratory. Bloomington & Indianapolis: Indiana University Press.
[38] Yankah, K. (2004). Globalization and the African scholar. Legon: Faculty of Arts, University of Ghana.

comments powered by Disqus

Copyright © 2018 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.