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- Volume 2009, Issue sup-9, 2009
Institute of African Studies Research Review - Supplement 9, January 2009
Volumes & issues
Supplement 9, January 2009
Source: Institute of African Studies Research Review 2009, pp 1 –8 (2009)More Less
The formal education system that Ghana inherited from the British was one designed to serve the colonial government and European missionaries. The principal aim as far as the British were concerned was to train clerks for the colonial administration and mercantile firms, lower level technicians for the medical and research centres, and teachers for the schools. The missionaries, on the other hand, trained priests and catechists to spread the gospel and provide training in line with European moral standards.
Source: Institute of African Studies Research Review 2009, pp 9 –34 (2009)More Less
Recent debates in Ghana over the English-only educational policy have brought into sharp focus ideological and political concerns, making necessary a reexamination of this all too familiar but still contested terrain. In this paper we theorize about the factors that shaped the policy, but which remained as subtexts in the Minister's announcement. We observe that global participation and maintenance of political power could have been the motivation for the change. We suggest that this outward-orientation of the government, which policy makers placed above educational principles and pedagogical practice, is not new in policymaking in Ghana or in any similarly-positioned African nation. We argue for a reconsideration of the policy for ideological reasons.
Attitudes towards instruction in the local language - a case study of the perspectives of the 'small' stakeholderAuthor A.K. AwedobaSource: Institute of African Studies Research Review 2009, pp 35 –64 (2009)More Less
While Ghanaian educational policy has prescribed local languages as media of instruction for at least the first three years of basic education, in many cases the policy is in abeyance. Attitudes to local languages and doubts about their educational value seem to account for this. The case of the Kasem language is illustrative. Until perceptions and attitudes to local languages change the benefits that can accrue to the use of the mother tongue as instructional medium will elude Ghanaians. As the negative attitudes stem from misinformation, attitudes can be changed for the better with correct information and a clearer demonstration of the educational gains that can result when pupils are taught in their own mother tongues.
Author Augustine H. AsaahSource: Institute of African Studies Research Review 2009, pp 65 –87 (2009)More Less
The importance of the lecture in Ghana's tertiary education cannot be overemphasized. The paper discusses perceptions of the lecture and the various strategies to be deployed by various key players in order to make the lecture more productive. The result will be a lecture driven by neo-liberal democratic principles, sustained by national objectives and congruent with traditional African values of partnership and participation.
Gendered experience in teaching : an exploration into the participation and needs of female teachers in deprived rural areas in GhanaAuthor Leslie Casely-HayfordSource: Institute of African Studies Research Review 2009, pp 88 –115 (2009)More Less
Research in Ghana suggests that very few female teachers accept and stay in teaching posts in rural deprived areas. This article is based on a study conducted across six districts in three diverse geographic zones of Ghana with the lowest percentage of female teachers. The article provides evidence as to why the Government of Ghana has found it difficult to post female teachers to rural areas and the challenges which female teachers face once serving in these areas. The article also explores the strategies which could be used to attract more teachers to these areas and provides a framework for investigating the nature of posting women and the implications for the girl child.
Author Olive AdjahSource: Institute of African Studies Research Review 2009, pp 116 –139 (2009)More Less
Illiteracy among Ghanaians has been a growing concern in recent years, especially when UNESCO declared 1990 the International Literacy Year and the decade after, 2000, the year by which illiteracy should have been reduced to half the 1990 level. This paper looks at the illiteracy situation in Ghana and literacy campaigns. Using the initiative taken by Kathy Knowles to combat illiteracy, the paper discusses the role libraries should play in the maintenance of literacy skills acquired. Findings from a focus group discussion conducted with adults, and letters from both adults and children who are clientele of the libraries under study, establish the impressions of the literacy learners about the role of libraries in the sustenance of the literacy skills they acquire.
Author Kwame Amoah LabiSource: Institute of African Studies Research Review 2009, pp 140 –163 (2009)More Less
The museum is an institution which effectively combines visual objects and texts to convey its message. If this is done well it makes learning easy and the experience memorable. This can only be done if there is well trained staff and properly developed activities and programmes. This paper proposes that the museum, if well resourced and equipped, can become a strategic partner in education and national development. Therefore, it discusses the impact of two training courses in Ghana and how they subsequently impacted on museum patronage through introduction of new techniques of mounting exhibitions with emphasis on informing, educating and communicating to the public. These provide a good environment and the necessary conditions for learning to take place as well as generating income.
Author Abraham AkrongSource: Institute of African Studies Research Review 2009, pp 164 –178 (2009)More Less
The paper deals with an analysis of the historical trajectory of the evolution of theology in Africa, paying particular attention to the various concerns and influences that have shaped academic theology on the continent and its implication for the mission of the church in Africa. On the basis of this analysis a proposal in the form of theology of transformation is made to deal essentially with what appears to be gap between academic theology and the concerns of the people in the pews. The paper argues that bridging the gap between academia and the pew entails a radical rearrangement of the focus and orientation of theological education in Africa.
Author Brigid M. SackeySource: Institute of African Studies Research Review 2009, pp 179 –197 (2009)More Less
The phenomenon of female priesthood, which has been an integral part of Ghanaian and most West African traditional religious cultures, has in recent times become a central focus of reference by other religious denominations in their agitation, submissions and arguments for women's ordination or gender equity. This notwithstanding, contemporary African Traditional Religions (ATRs) and their religious officials continue to suffer persistent denigration as in the past. This paper briefly outlines the concept of priesthood and the training procedure among the Fante specifically and the Akan generally. A divine call is mostly a prerequisite for entry into the office. The study observes that at one end of the ideological spectrum most Christians in Ghana still regard indigenous religions and their personnel as evil and anachronistic, which at best should be abolished; at the other end the same people are apt to substantiate and appropriate aspects of ATRs in the development and transformation of their own religious beliefs and practices.
Author Delali M. BadasuSource: Institute of African Studies Research Review 2009, pp 198 –238 (2009)More Less
Gender has gained importance in the curricula of many tertiary institutions in African countries, including Ghana. It has also been an analytical framework in research; and the findings have been the basis for advocacy for policy considerations. This study examines two concerns that were consistently expressed by students in two of Ghana's universities about some aspects of the content of gender and related courses they were taking. The students had fears that gender is associated with feminism. They also claimed that there was too much emphasis on girls and women to the neglect of boys and men in gender courses. The main purpose of the study is to provide some insights into teaching gender in tertiary institutions in an African country. It also seeks to contribute to the body of literature on the challenges of introducing gender as an analytic category in African social science. The concerns of the students were examined within Ghanaian and international contexts within which teaching and research on gender has been carried out in past and present times. It concludes that the students' concerns cannot be dismissed as mere controversies that characterize the subject, because even though gender has developed out a conceptual shift from women to gender, emphasis has been laid on women while issues on men or masculinities have been largely neglected in gender studies, research and advocacy. Moreover, internationalization of the women's movement brought together feminists and women researchers and activists from both north and south (the sisterhood) such that the roots of gender as a discipline are more or less found in feminism. Furthermore, the political context of gender studies, research and advocacy in the developing countries, including Ghana, is characterized by external support and dependency of the south on the north. These were found to be the probable sources of the concerns expressed by the students.
Source: Institute of African Studies Research Review 2009, pp 239 –256 (2009)More Less
The paper explores socialisation practices of parents (and other significant adults) of pre-teens to suggest some of the ways in which gender identities might be reproduced from one generation to the next and might contribute to the reproduction of gendered patterns of privilege and subordination. Specifically we explore three socialisation practices : rewards, punishments and consciously-modeled behaviours or instructions, looking also at whether parents distinguish between sons and daughters in their application. The study used data from interviews with adults living in two towns in the Eastern Region of Ghana. Parents indicated that the most common training method used was the issuing of verbal instructions. Punishments were also an important form of training and included physical chastisement, particularly to instil compliance in young children and boys. Parents were generally inclined to believe that girls are more obedient and hence need less punishing. Although parents believed that giving rewards is effective in ensuring that children practiced or pursued certain household chores, gender related roles and adopted family life values, it appeared not to be practised widely or consistently. Our results seem to indicate that intergenerational transmission of (gendered) identities occurs through gendered training that goes beyond the issuing of instructions.