Decolonising Knowledge Production: The Pedagogic Relevance of Gandhian Satyagraha to Schooling and Education in Ghana

Adjei, Paul Banahene

doi:10.2307/20466678

Cited by 31 publications

(10 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Limited financial resources have also constrained the availability of training opportunities for teachers and other school-based staff. As a result, Ghanaian schools rely largely on a ‘chew and pour’ pedagogical framework whereby memorization and repetition are emphasized over critical thinking and problem solving (Adjei, 2007). With little training in alternative strategies, under-resourced and undervalued school staff often relies on external punishment contingencies like caning and public shaming to regulate student behaviour.…”

Section: The Ghanaian Educational Context and The Present Studymentioning

confidence: 99%

Student motivation for learning in Ghana: Relationships with caregivers’ values toward education, attendance, and academic achievement

McCoy

Wolf

Godfrey³

2013

School Psychology International

View full text Add to dashboard Cite

This study examined the role that Ghanaian caregivers’ values toward education play in shaping students’ intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M = 11.63 years; 48% female) from two primary schools in peri-urban Ghana and their 68 caregivers (M = 40.02 years; 60% female). Results revealed that caregivers’ perception of education as valuable was related to more intrinsically oriented profiles of motivation and higher attendance in students. Contrary to research results from Western contexts, students whose motivation was more extrinsically oriented attended school significantly more often than their intrinsically motivated peers. Finally, although attendance positively predicted academic achievement, neither caregiver values nor student motivational profiles were directly related to achievement. These findings suggest that caregivers’ values may have important implications for students’ academic thoughts and behaviours, and may be a central target for school staff aiming to improve student outcomes. These results also highlight the need for better understanding of motivational processes―both in terms of socialization and academic outcomes―in under-represented contexts where cultural values around education differ.

show abstract

Section: The Ghanaian Educational Context and The Present Studymentioning

confidence: 99%

Student motivation for learning in Ghana: Relationships with caregivers’ values toward education, attendance, and academic achievement

McCoy

Wolf

Godfrey³

2013

School Psychology International

View full text Add to dashboard Cite

show abstract

“…Education for rural transformation, therefore, need to appreciate changing societal practices, dilemmas and conflicts and incorporate insightful lessons on negotiations, cooperation and approaches that value and guarantee ways of living together. These kinds of considerations have the potential to decolonize knowledge and make } education for rural transformation relevant to people living in rural communities (Adjei, 2007).…”

Section: Resultsmentioning

confidence: 99%

Theorizing Rural Transformation Through Bourdieuian Lenses: Trumping Dominant Models With Sustainable Indigenous Practices

Agbenyega

2014

Journal of Education and Research

View full text Add to dashboard Cite

Education for rural transformation requires a critical analysis and appraisal of policies and education programmes, and skills development that can lead to the creation of sustainable jobs for rural people. This paper will examine and analyze how inclusion or exclusion manifests for rural people, and will do so with Pierre Bourdieu’s socio-critical theoretical framework that provides a three pronged (Habitus, Capital and Field), but unified approach that can be utilized to theories education for rural transformation. Bourdieu draws our attention to three interactive ways of conceptualizing and understanding inclusion, exclusion, marginalization, disadvantage and transformation via:1) the objective, physical, outright rejection in community due to the ways individuals are positioned and named in that community (field); 2) overt or covert denial of social, economic and cultural goods (capital), and 3) the inside subjective world, the space of thought, mind, attitudes, idea and interiority, which Bourdieu referred to as habitus (Bourdieu, 1990, 1996, 1998 & 1999). The paper provides a socio-critical framework for educators of how to work with rural people to enhance their living standards.

show abstract

“…Spiritual aspects in African American creativity were more in line with Judeo-Christian worldviews that treat nature as separate from human beings. Interestingly, spirituality in literature from African scholars was more aligned with Indigenous worlding (Adjei, 2007; Chinweizu, 1987). Unlike perspectives in Indigenous and/or African scholarship, African American psychologists and creativity scholars tend to align with naturalist epistemologies and western cognitive views of creativity in which thought and individuality are central.…”

Section: Key Themes: Shifting Paradigmsmentioning

confidence: 99%

To Democratize, First Decolonize: Approaches Beyond Eurocentric and Colonial Epistemologies in Creativity

Mehta

Henriksen

2022

Review of Research in Education

View full text Add to dashboard Cite

In response to the special issue on democratizing creative educational experiences (CEE), we conducted a thematic analysis of recent scholarship on creativity and decolonization (2010–2021) and analyzed recurring tensions across literature grounded in Indigenous, Black, feminist, and non-western epistemological perspectives on creativity. We found themes that are not new but are yet to be taken up consistently and credibly in western creativity and education research and practice. For instance, spirituality emerges as a valuable ingredient for creativity, body as inseparable from the mind, dialectic resistance and resilience as acts of creative existence, and non-human agency as essential to the creative process. Informed by these themes, we share implications for research and practice, seeking new spaces inclusive of historically ignored onto-epistemologies.

show abstract

Decolonising Knowledge Production: The Pedagogic Relevance of Gandhian Satyagraha to Schooling and Education in Ghana

Cited by 31 publications

References 10 publications

Student motivation for learning in Ghana: Relationships with caregivers’ values toward education, attendance, and academic achievement

Student motivation for learning in Ghana: Relationships with caregivers’ values toward education, attendance, and academic achievement

Theorizing Rural Transformation Through Bourdieuian Lenses: Trumping Dominant Models With Sustainable Indigenous Practices

To Democratize, First Decolonize: Approaches Beyond Eurocentric and Colonial Epistemologies in Creativity

Contact Info

Product

Resources

About