Rethinking and decolonising peace education in Ghanaian secondary schools
Exploring teachers’ perspectives
Datos Bibliográficos
| ID | 12876245 |
|---|---|
| Autores | Timothy Dziedzom Amaglo-Mensah (0009-0006-3321-0508, University of Glasgow, autor de correspondencia), Yulia Nesterova (0000-0002-3500-8999, University of Glasgow) |
| Año | 2025 |
| Páginas | 1-28 |
| Fecha de publicación | 2025-01-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Peace Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1740-0201 • E-ISSN: 1740-021X |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17400201.2025.2454407 |
| OpenAlex | W4406633774 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 36 |
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
Phenomenological research methods
Peace Education
Parental engagement in Ghanaian pre-primary schools
The exploration of near-extinct indigenous Ghanaian cultural symbols for interior decoration
Black performance on the outskirts of the left
Transitional Justice and Peacebuilding after Mass Violence
Pedagogies of resistance’ and critical peace education praxis
The concept of peace, conflict and conflict transformation in African religious philosophy
Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools
Con-/divergences between postcolonial and critical peace education
Teachers’ perspectives on educating for peace in Bosnia and Herzegovina
The purposes of education in peacebuilding
Indigenous knowledge
Towards classroom inclusivity
Emerging perspectives of teacher agency in a post-conflict setting
Education quality, and teaching and learning in the post-2015 education agenda
How teachers perceive the new curriculum reform
Toward a Decolonial Praxis in Critical Peace Education
Sankofa Time
Contested Knowledge
Teachers in a Bolivian context of conflict
Rethinking the role of Indigenous knowledges in the academy
Educating an African Leadership
Elders' Cultural Knowledges and the Question of Black/ African Indigeneity in Education
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 2024 - 2024 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |