Rethinking and decolonising peace education in Ghanaian secondary schools

Exploring teachers’ perspectives

Dados Bibliográficos

ID12876245
AutoresTimothy Dziedzom Amaglo-Mensah (0009-0006-3321-0508, University of Glasgow, autor correspondente), Yulia Nesterova (0000-0002-3500-8999, University of Glasgow)
Ano2025
Páginas1-28
Data de publicação2025-01-20
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Peace Education (JOURNAL)
Identificadores do periódicoISSN: 1740-0201 • E-ISSN: 1740-021X
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2025.2454407
OpenAlexW4406633774
IdiomaEN
Citações recebidas1
Referências citadas36

This paper examines teachers’ perspectives on the promotion of peace education in Ghana. It is based on a study that engaged twenty (n = 20) secondary school teachers in five schools in two regions in Ghana to investigate how prepared, equipped and supported teachers are to teach peace education and what factors support and hinder education for peace and the integration of Ghana’s Indigenous traditional knowledge of peace – Sankofa – in the education system. This study fills the gaps in and offers a nuanced reading of peace education in Ghana from the perspective of teachers. The Transcendental Phenomenological analysis method was employed in this study, revealing the deficits in the support teachers receive in teaching for and about peace and the challenges they face that arise from curriculum issues, systemic obstacles, and enduring colonial legacies. The paper offers a valuable understanding of the Sankofa concept as a potential direction for decolonisation and change in peace education in Ghanaian secondary schools and other contexts globally

Mathematics education · Peace Education · Pedagogy · Political science · Sociology · Educator Training and Historical Pedagogy · Peace and Human Rights Education · Psychology · Values and Moral Education