George Frempong
Datos Biográficos
| ID | 227882 |
|---|---|
| NOMBRE | George Frempong |
| NOMBRES | George |
| APELLIDO | Frempong |
| FIRMA | FREMPONG G |
| AFILIACIONES | Human Sciences Research Council |
| ORCID | 0000-0002-8509-7539 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Educational Experiences of Black Children and Youth in Canada
Black children and youth in Canada often hold high educational aspirations; however, systemic biases, deficit-based perceptions, and structural barriers limit their opportunities. These challenges, linked to anti-Black racism, migration-related disruptions, and socioeconomic inequities, contribute to lower engagement, underrepresentation, and reduced access to equitable educational resources. This scoping review examines these intersecting factor…
Decolonizing management education
Purpose The increasing calls to integrate Indigenous perspectives and address the colonial foundations of business schools necessitate a profound shift in educational systems. Such a change mandates a transformation that acknowledges diverse knowledge systems and methodologies, moving beyond the dominant Western paradigms. Design/methodology/approach Our paper introduces the Africentric philosophy of Ubuntu and explores its potential to decoloniz…
It takes a village
Several stakeholders, such as community groups, government officials, parents, guardians, and educators have shown concern about the achievement gap between Nova Scotia learners of African descent and their predominantly White peers. Using the African proverb ‘It takes a village’ as a framework, this study involved parents, extended family members and caregivers of children aged 4 to 6 years to explore the scaffolding strategies employed as well …
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Online Learning Experiences of Canadian Black Nova Scotians during Covid-19
Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through a…
Profiles of Canadian Postsecondary Education Dropouts
Using longitudinal data of 18- to 20-year-old youths from the Youth in Transition Survey (YITS), the present analysis identified and profiled Canadian postsecondary education dropouts based on the theoretical framework of Tinto (1993). Pertaining to characteristics of pre-postsecondary education conditions, dropouts tended to be male, set low postsecondary education goals, and have a history of dropping out and drug abuse in high school. Pertaini…
The lived experiences of orphaned learners in South Africa
Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents cons…
Exploring equity and quality education in South Africa using multilevel models
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect…
Disabilities and inclusive practices within Toronto preschools
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disa…
Labour market outcomes of immigrant and racial minority university graduates in Canada
Exploring equity and quality education in South Africa using multilevel models
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect…
Disabilities and inclusive practices within Toronto preschools
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disa…
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Labour market outcomes of immigrant and racial minority university graduates in Canada
Disabilities and inclusive practices within Toronto preschools
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disa…
Exploring equity and quality education in South Africa using multilevel models
Educational reform in South Africa envisions schooling where all students, irrespective of their background characteristics, have the opportunity to succeed. To achieve this vision, the South African education system needs to function in such a way that students’ success does not depend on their backgrounds; that is, if school processes and policies in South Africa were inclusive and supportive of the learning of all students then we would expect…
The lived experiences of orphaned learners in South Africa
Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents cons…
Profiles of Canadian Postsecondary Education Dropouts
Using longitudinal data of 18- to 20-year-old youths from the Youth in Transition Survey (YITS), the present analysis identified and profiled Canadian postsecondary education dropouts based on the theoretical framework of Tinto (1993). Pertaining to characteristics of pre-postsecondary education conditions, dropouts tended to be male, set low postsecondary education goals, and have a history of dropping out and drug abuse in high school. Pertaini…
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Online Learning Experiences of Canadian Black Nova Scotians during Covid-19
Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through a…
It takes a village
Several stakeholders, such as community groups, government officials, parents, guardians, and educators have shown concern about the achievement gap between Nova Scotia learners of African descent and their predominantly White peers. Using the African proverb ‘It takes a village’ as a framework, this study involved parents, extended family members and caregivers of children aged 4 to 6 years to explore the scaffolding strategies employed as well …
Decolonizing management education
Purpose The increasing calls to integrate Indigenous perspectives and address the colonial foundations of business schools necessitate a profound shift in educational systems. Such a change mandates a transformation that acknowledges diverse knowledge systems and methodologies, moving beyond the dominant Western paradigms. Design/methodology/approach Our paper introduces the Africentric philosophy of Ubuntu and explores its potential to decoloniz…
Educational Experiences of Black Children and Youth in Canada
Black children and youth in Canada often hold high educational aspirations; however, systemic biases, deficit-based perceptions, and structural barriers limit their opportunities. These challenges, linked to anti-Black racism, migration-related disruptions, and socioeconomic inequities, contribute to lower engagement, underrepresentation, and reduced access to equitable educational resources. This scoping review examines these intersecting factor…
Political science (8 obras) · Sociology (8 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Gender Studies (3 obras) · Intersectionality (3 obras) · Nova scotia (3 obras) · Public relations (3 obras) · Socioeconomic status (3 obras) · Developmental psychology (2 obras)