Bonney, E.N. (2020) Under/misrepresentation of Ghanaian Languages in the Literature Curriculum in Senior High Schools. Journal of Language, Identity & Education, 22, 66-82.
https://doi.org/10.1080/15348458.2020.1832498

has been cited by the following article:

• TITLE: Contemporary Legacy of Colonialism in Ghana’s Education

  AUTHORS: Peter Kofi Dabie

  KEYWORDS: Eurocentric Education, Colonial Legacy, Contemporary, Decolonization, Marginalization, Hegemony, Deconstruct

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.3, March 18, 2025

  ABSTRACT: Ghana became politically independent from colonial rule on 6th March 1957 to signify the end of colonial rule. Meanwhile, Eurocentric schooling and its foundation still shape Ghana’s education system. The paper looked at the impact of the English language hegemony as the primary medium of instruction on Indigenous Ghanaian languages and cultural expression and how Eurocentric frameworks have influenced the educational content and marginalized Ghanaian language and knowledge systems. It concluded that the cessation of colonization did not cease colonial education. This has led to Ghanaian languages and literacies still being silenced, devalued, and marginalized in the curriculum today. The paper has suggested how the English language hegemony could be neutralized to promote multilingualism in the Ghanaian school system. It has further suggested decolonizing the curriculum for more inclusive and culturally relevant education that recognizes and values Indigenous languages and knowledge systems.