1,720,961 research outputs found
Mfum-Mensah, Obed, An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana, Curriculum Inquiry, 39(March, 2009), 343-367.
No full textReports an ethnographic study of the process of curriculum development employed in two Northern Ghanaian communities; describes four stages: deliberation, design, implementation, and outcome; the model employed both technical and critical approaches
Education marginalization in sub-Saharan Africa: policies, politics, and marginality/ Obed Mfum-Mensah.
No full textIncludes bibliographical references and index."This book focuses on education policy framework for educating marginalized children in sub-Saharan Africa. It uses “marginality” as a critical discourse to highlight the complicated ways education policy making in sub-Saharan Africa have constructed and perpetuated marginality in the region since Africa’s encounters with Europe. The book is organized around two parts, each of which discusses a specific dimension of the marginality and education policy nexus. Part I focuses on theorizations of marginality and education. The theoretical framework on marginality and education outlines the definitional and conceptual backgrounds on marginality – the complicated ways policies of the Christian missionaries, colonial governments and postcolonial governments constructed and perpetuated marginality in the region. Part II focuses on addressing the issue of marginality from theory to practice. These chapters highlight the ways policies shaped the educational development, schooling processes, and educational outcomes of selected marginalized communities and groups. Attention is given to schooling in rural communities, the complexities of girls’ education in rural contexts, education of Zongo Muslim communities, violence in school in rural contexts, and education collaboration in rural traditional communities. The book argues that education policies in sub-Saharan Africa fail to address the educational needs of marginalized children because current policy frameworks ae not based on examination of colonial policies which created the existing marginality. In order to implement policies that address policy gaps and meet the educational needs of marginalized children, strong synergies are necessary between education policy makers, other education stakeholders, and marginalized communities."--Preface -- Acknowledgments -- Theorizations on marginality and education -- Introduction : marginality and education policy frameworks in sub-Saharan Africa -- Social structures and children's education in sub-Saharan Africa -- Marginality and colonial discourse in sub-Saharan Africa -- Marginality and postcolonial discourse in sub-Saharan Africa -- Marginality and education : linking policy and practice -- Schooling and marginality in a sub-Saharan African context -- Contextual nuances and girls' education -- Educational development and marginalized Zongo Muslim communities -- Decolonizing curriculum to promote learning -- Education, violence, and marginalized children -- Synergies and education collaboration : from policy to practice -- Policy reflections and education of marginalized children -- References -- Index -- About the author.1 online resourc
Empowerment or Impairment? Involving Traditional Communities in School Management
No full textThis study explores the perceived benefits and challenges of the collaboration model of a complementary education program which operates in marginalized communities in northern Ghana. The scope of the paper includes the background, collaboration as a transformative process, research methodology, findings, and discussion. The study revealed that: (a) the collaborative partners\u27 shared values were a major drive of the collaboration; (b) the collaboration model was fluid, contextual, and an unstructured process; (c) the process provided new strategies promoting school participation in northern Ghana; and (d) the collaborative partners\u27 idiosyncrasies posed a major challenge to the collaboration. © 2010 Elsevier Ltd
Fostering Educational Participation in Pastoral Communities Through Non-Formal Education: the Ghanaian Perspective
No full textA review of 8 years of the history of one school-university partnership and detailed field work for 3 years offers some new insights into this undertheorized organizational arrangement. Although much attention has been given to the advantages and disadvantages of working across the cultural boundaries between schools and universities, this work points to divergent interests and resources within each participating organization and several points of intersection between the two. Therefore, the authors suggest that a micropolitical perspective be used to analyze such partnerships. They speculate that partnerships sharing elements of the professional community may promote more improvement but that only subunits within partnerships are likely to become professional communities. Finally, they suggest that although people in a number of positions may be able to offer leadership for such partnerships, those in boundary-spanning roles are especially well placed to do so
An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana
No full textA teacher educator and college librarian collaboratively designed and taught teacher education workshops about finding and evaluating what works in teaching. This study investigated interactions of self-efficacy for information literacy, self-efficacy for solving problems with evidence-based practices, skills of searching for and citing sources, verbalized reasoning, and writing about evidence-based teaching practices. Students completed pre- and postsurveys, recorded screencasts while researching, and submitted papers regarding the effectiveness of one teaching practice. Students made significant self-efficacy gains in response to training. Furthermore, results demonstrated that early experience with information literacy and the self-efficacy that develops is a strong predictor of self-efficacy and performance later in the discipline-specific task to find, evaluate, and write about evidence-based teaching practices. © College Reading and Learning Association
Education Collaboration to Promote School Participation in Northern Ghana: a Case Study of a Complementary Education Program
No full textThis article first examines why the homeschooling movement in the USA emerged in the 1970s, noting the impact of political radicalism both right and left, feminism, suburbanization, and public school bureaucratization and secularization. It then describes how the movement, constituted of left- and right-wing elements, collaborated in the early 1980s to contest hostile legal climates in many states but was taken over by conservative Protestants by the late 1980s because of their superior organization and numerical dominance. Despite internal conflicts, the movement\u27s goals of legalizing and popularizing homeschooling were realized by the mid-1990s. Since that time homeschooling has grown in popularity and is increasingly being utilized by more mainstream elements of society, often in conjunction with public schools, suggesting that ‘homeschooling’ as a political movement and ideology may have run its course. © 2009, SAGE Publications. All rights reserved
Recommended from our members
Computers in Ghanaian Secondary Schools: Where Does Equality Come in?
No full textNo abstract provided by the editor
Whose Voices are Being Heard? Mechanisms for Community Participation in Education in Northern Ghana
No full textThis paper is an investigation of the impact of the Shepherd School Program, a non-formal basic education program implemented in seven pastoral communities in northern Ghana. The paper argues that non-formal basic education programs can have an important impact on the educational development of a community. However, for this to be possible, the context of such programs must answer to communities\u27 social, cultural, economic and other immediate needs. © 2003 Elsevier Ltd. All rights reserved
- …
