The Role of African Indigenous Knowledge Systems and Pedagogies in Decolonizing and Transforming Mathematics and Science Learning in Ghana
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Authors
Gyamerah, Kenneth
Date
2024-05-23
Type
thesis
Language
eng
Keyword
African Indigenous knowledge systems , Indigenous Pedagogies , Decolonization , STEM Education , Curriculum
Alternative Title
Abstract
This study explores the role of African Indigenous knowledge systems (AIKS) and African Indigenous pedagogies (AIP) in decolonizing and transforming the teaching and learning of mathematics and science in Ghanaian primary schools. The study argues for the authentic integration of AIKS and AIP into the mathematics and science curricula in Ghana. Employing an Indigenous research methodology grounded in three African-centered philosophies – Ubuntu, Sankofa, and Ujamaa, data for this study were gathered from 20 primary school teachers in the Ashanti and Northern regions of Ghana. The data-gathering process involved four phases – sharing circles, follow-up one-on-one conversations, critical curriculum content analysis, and a co-creation workshop.
The findings show there is inadequate Indigenous content in the mathematics and science curricula in Ghanaian primary schools. The study uncovers the omnipresence of coloniality in and within curricula content and pedagogies in Ghana and how they shape teaching and learning in schools. Additionally, the study reveals that Ghanaian teachers had a strong positive belief regarding the importance of integrating AIKS and AIP into mathematics and science learning. The study also found that integrating Indigenous Ghanaian games, songs, stories, and local languages in teaching mathematics and science can help students to better relate to the lesson content, increase classroom engagement, and improve their retention and fluency in these subjects. The study further reveals that most teachers in the two regions had a general understanding and awareness of their Indigenous knowledge systems. However, differences in teachers' understanding, knowledge, and awareness of Ghanaian-specific AIKS and AIP and their applicability to mathematics and science lessons are influenced by their connections to the community, relationship with Elders, and rootedness in cultural practices. The study also identifies constraints such as performance accountability, lack of Indigenous content in teacher training, inconsistent teacher posting policies, limited allocation of Indigenous resources, and the negative perceptions of AIKS as the barriers to their successful integration in education.
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International