David Kyei–Nuamah
Biographic Data
| ID | 6466950 |
|---|---|
| NAME | David Kyei–Nuamah |
| GIVEN NAMES | David |
| FAMILY NAME | Kyei–Nuamah |
| SIGNATURE | NUAMAH D K |
| AFFILIATIONS | East China Normal University |
| ORCID | 0000-0003-2780-3412 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring teachers’ perceptions of sense-making and the classroom implementation of the new curriculum reforms in lower secondary schools in Tanzania
Curriculum reforms are significant initiatives to address students’ and societal needs. However, in many cases, these reforms overlook the key voices involved in the process. In this qualitative study, we conducted interviews and qualitative surveys with 50 teachers across five schools in Tanzania to explore their perceptions of the newly implemented curriculum for students entering this educational level at around 13 years old. Using the educati…
Indigenous Games for Digital Natives: Generative Games From the African Akan Philosophy for Healthy Schooling
Background Generative games adopted in education have long been associated with digital games, which have sidelined several indigenous educational games. To address this challenge, I attempt to pivot games from underrepresented philosophies to ensure healthy schooling. Methods This qualitative research employed narrative and interpretive phenomenological analysis. This study uses data from 9 expert players to confirm and suggest suitable indigeno…
The external and internal acts that hinder governance, autonomy and academic freedom: Perspectives from selected higher education elites in Africa
We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross‐Disciplinary Classrooms
Higher education institutions are increasingly promoting cross‐disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' per…
‘I Am Because We Are’: An Ubuntu perspective on teacher motivation in Ghana's low‐fee private schools
This study investigates the policy paradox in Ghana's rural low‐fee private schools (LFPSs), where policies grounded in Western motivational theories threaten the sustainability of the local teaching force. Using a phenomenological case study design, we employed the indigenous Ubuntu–Nhorowondo framework to demonstrate why uncertified ‘grey area’ teachers remain profoundly motivated to teach despite precarious conditions. Drawing on virtual in‐de…
The dance of managerialism and professionalism: A fresh perspective on educational systems and reform
Upgrading polytechnics to technical universities in Ghana and its future outcomes: A document review approach
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
Upgrading polytechnics to technical universities in Ghana and its future outcomes: A document review approach
Ubuntu philosophy for ecological education and environmental policy formulation
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecolog…
Exploring teachers’ perceptions of sense-making and the classroom implementation of the new curriculum reforms in lower secondary schools in Tanzania
Curriculum reforms are significant initiatives to address students’ and societal needs. However, in many cases, these reforms overlook the key voices involved in the process. In this qualitative study, we conducted interviews and qualitative surveys with 50 teachers across five schools in Tanzania to explore their perceptions of the newly implemented curriculum for students entering this educational level at around 13 years old. Using the educati…
Indigenous Games for Digital Natives: Generative Games From the African Akan Philosophy for Healthy Schooling
Background Generative games adopted in education have long been associated with digital games, which have sidelined several indigenous educational games. To address this challenge, I attempt to pivot games from underrepresented philosophies to ensure healthy schooling. Methods This qualitative research employed narrative and interpretive phenomenological analysis. This study uses data from 9 expert players to confirm and suggest suitable indigeno…
The external and internal acts that hinder governance, autonomy and academic freedom: Perspectives from selected higher education elites in Africa
We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross‐Disciplinary Classrooms
Higher education institutions are increasingly promoting cross‐disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' per…
‘I Am Because We Are’: An Ubuntu perspective on teacher motivation in Ghana's low‐fee private schools
This study investigates the policy paradox in Ghana's rural low‐fee private schools (LFPSs), where policies grounded in Western motivational theories threaten the sustainability of the local teaching force. Using a phenomenological case study design, we employed the indigenous Ubuntu–Nhorowondo framework to demonstrate why uncertified ‘grey area’ teachers remain profoundly motivated to teach despite precarious conditions. Drawing on virtual in‐de…
The dance of managerialism and professionalism: A fresh perspective on educational systems and reform
Higher education (4 works) · African cultural and philosophical studies (3 works) · Curriculum (3 works) · Economic growth (2 works) · Economics (2 works) · Educational Theory and Curriculum Studies (2 works) · Global Educational Policies and Reforms (2 works) · Higher Education Governance and Development (2 works) · Indigenous (2 works) · Perception (2 works)