Exploring postcolonial relationships within policy transfer
The case of learner-centred pedagogy in Ghana
Bibliographic Data
| ID | 11894785 |
|---|---|
| Authors | Nozomi Sakata (0000-0002-0030-4827, Hiroshima University, corresponding author), Chris Yates (0000-0003-0473-5445, Department of Education, Practice and Society, Institute of Education, University College London, London, UK), Hannah Edjah (0000-0002-6949-1931, University of Cape Coast), Abraham Okrah (0000-0003-4482-1276, University of Ghana) |
| Year | 2023 |
| Volume | 60 |
| Issue | 4 |
| Pages | 519-536 |
| Publication date | 2023-11-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Comparative Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-0068 • E-ISSN: 1360-0486 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03050068.2023.2258681 |
| OpenAlex | W4388562817 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy leadership and responsibility to Ghanaian stakeholders. However, the third space of enunciation created within the project did not seem to lead to a hybridisation of pedagogical ideas: while it was the Ghanaians themselves who promoted LCP within the project, the conceptual basis of the reform was dependent on knowledge and experiences which they gained in the West. This article concludes that the postcolonial turn through hybridisation of indigenous and Western pedagogies was not observed, although hybridity may happen in the process of actualising LCP at school and classroom levels
Hybridity · Indigenous · Indigenous Education · Pedagogy · Power (physics · Sociology · Anthropology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms
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Actionable Postcolonial Theory in Education
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Global Education Inc.
Postcolonialism and education
Cross-national policy borrowing
World Yearbook of Education 2012
Constructivism in Science and Science Education
Understanding Policy Borrowing and Lending
Pedagogy and History
The Intersection of Modernity, Globalization, Indigeneity, and Postcolonialism
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Learner-centred education in developing country contexts
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International Aid Agencies, Learner-centred Pedagogy and Political Democratisation
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Teachers’ beliefs and educational reform in India
Experience and Education
The transfer, translation and transformation of educational processes
Coloniality of knowledge, hybridisation, and indigenous survival
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |