skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry

Pedagogy, culture & society, 2023-04, Vol.ahead-of-print (ahead-of-print), p.1-19 [Peer Reviewed Journal]

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;info:eu-repo/semantics/openAccess ;ISSN: 1468-1366 ;EISSN: 1747-5104 ;DOI: 10.1080/14681366.2023.2205861

Digital Resources/Online E-Resources

Citations Cited by
  • Title:
    Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry
  • Author: Anlimachie, Moses Ackah ; Abreh, Might Kojo ; Acheampong, Daniel Yaw ; Samuel, Badu ; Alluake, Stephen ; Newman, Deborah
  • Subjects: cultural capital ; Culturally responsive pedagogy ; rural schooling success ; socio-cultural sensitivity ; sustainable rural futures
  • Is Part Of: Pedagogy, culture & society, 2023-04, Vol.ahead-of-print (ahead-of-print), p.1-19
  • Description: Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities' educational outcomes. This school - community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers' reflective essays, interviews, and field observations in a Ghanaian Basic School and its community. Using CRP theorisation and Bourdieu's socio-cultural theory, a thematic analysis of qualitative data found that the participating rural students' aspirations and school success priorities were heavily shaped by their immediate environment, embedded cultural capital and significant social others - especially their families and teachers. Teachers' cultural capital, including: 1) socio-cultural knowledge of their learners' background, 2) development of local cultural competencies and 3) forging school-home collaborative cultures facilitated rural schooling success. Therefore, the study argues for a grassroots approach to teacher development and a school-community collaborative approach to learning through a greater harnessing of home cultural capital as a critical strategy for re-positioning CRP for improved education outcomes for rural children in Ghana.
  • Publisher: Routledge
  • Language: English;Norwegian
  • Identifier: ISSN: 1468-1366
    EISSN: 1747-5104
    DOI: 10.1080/14681366.2023.2205861
  • Source: NORA Norwegian Open Research Archives
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait