Challenging colonial perspectives in the Ghanaian basic school curriculum using culturally responsive pedagogy

Abstract

Research affirms that Ghana's education is heavily reliant on the colonial structures that were modeled by the British. Ghana is perpetually battling with alteration of the beliefs, languages, and structural constraints inherited from colonialism. The cultural interactions between the colonized and their colonial masters have resulted in hybrid people who are attracted but also repulsed by Western canons. The central argument of this paper was that although Ghana has implemented several reforms to improve education quality, the educational system suffers from a typical colonial-mentality syndrome. The curriculum undermines indigenous cultures while accentuating Western dominance in students. This project conducted a review of relevant literature on decolonization and culturally relevant pedagogy to explore how the latter can challenge the former. The study delineates colonial schooling by adopting the neocolonial and postcolonial lenses. A three-fold dimension of culturally relevant pedagogy to be adopted by basic schools in Ghana as a tool to decolonized education provision was professed. Institutional, instructional and personal dimensions of culturally relevant pedagogy emphasize the creation of a cultural-oriented atmosphere, adoption of culturally appropriate pedagogy, and a teacher-learner relationship on acceptance of cultural diversity among students, respectively.