Sankofa pedagogy
Redefining rural educational success through school–community cultural synergy in Africa
Dados Bibliográficos
| ID | 12352621 |
|---|---|
| Autores | Moses Ackah Anlimachie (0000-0001-5319-5524, University of South Australia, autor correspondente), Edward Mcinnes (0000-0002-1677-572X, University of South Australia), Elspeth McInnes (University of South Australia), Kevin Teise (0000-0002-5861-1969, Sol Plaatje University) |
| Ano | 2026 |
| Volume | 35 |
| Fascículo | 2 |
| Páginas | 1-26 |
| Data de publicação | 2026-04-06 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Rural Society (JOURNAL) |
| Identificadores do periódico | ISSN: 1037-1656 • E-ISSN: 2204-0536 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10371656.2026.2651583 |
| OpenAlex | W7150933959 |
| Idioma | EN |
| Referências citadas | 39 |
Culturally responsive pedagogy (CRP) has become an emerging strategy for improving the learning outcomes of historically marginalised children. Its applicability in decolonising education within African, historically colonised and multicultural contexts, however, is a developing field. This article presents findings from a Ghanaian rural basic school. Educators, teachers, students, and community participants are engaged to qualitatively investigate strategies for co-creating CRP to decolonise education outcomes for rural communities. Data collection entailed interviews with the school principal and a community leader, focus group discussions with teachers and adult household members, a community meeting discussion, teachers’ reflective essay, fieldnotes, student assignment and documents. Using a grounded theory approach, with multiple cycles of inductive coding of data themes, sensitising concepts emerged. Findings revealed that school–community cultural synergy can leverage students’ home cultural assets as learning resources, thus connecting schooling and community needs to offer affordances for decolonising curriculum in Africa through CRP. This article argues for a deeper engagement with collaborative school cultures that empower community education stakeholders to retrieve – “Sankofa” – and integrate the African traditionally-valued collectivist ways of learning into school through greater blending of home and school cultural capital.
Project commissioning · Publishing · Rural area · Rural development · African cultural and philosophical studies · Educational Theory and Curriculum Studies · Indigenous and Place-Based Education
The Action Research Planner
Culturally Responsive Schooling for Indigenous Youth
Culture and Self in South Africa
A review of research on the impact of professional learning communities on teaching practice and student learning
Culturally responsive pedagogy model integration in mathematics education
Embedding local culture in social studies
Cooperative Learning Promoting Cultural Diversity and Individual Accountability
Understanding the nexus of school types, school cultures and educational outcomes and its implication for policy and practice
Cultural values, parenting and child adjustment in Kenya
Decolonising curriculum practice
Communities of practice in supporting collective sense-making for culturally nourishing schooling
Reframing Blackness and Black Solidarities through Anti-colonial and Decolonial Prisms
Whose culture has capital? A critical race theory discussion of community cultural wealth
Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study
Enacting aspirational rural schooling towards sustainable futures
Cultural wealth as pedagogy
Decolonising education in Africa through culturally responsive pedagogy
Rethinking the role of Indigenous knowledges in the academy
Toward a Theory of Culturally Relevant Pedagogy
Teaching To and Through Cultural Diversity
Equity pedagogy
Preparing Culturally Responsive Teachers
Summative Analysis
Grounded Theory and Sensitizing Concepts
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |