dc.date.accessioned | 2024-03-11T17:41:04Z | |
dc.date.available | 2024-03-11T17:41:04Z | |
dc.date.created | 2023-05-23T10:59:02Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Anlimachie, Moses Ackah Abreh, Might Kojo Acheampong, Daniel Yaw Samuel, Badu Alluake, Stephen Newman, Deborah . Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry. Pedagogy, Culture & Society. 2023, 1-19 | |
dc.identifier.uri | http://hdl.handle.net/10852/109467 | |
dc.description.abstract | 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. | |
dc.language | EN | |
dc.rights | Attribution 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.title | Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry | |
dc.title.alternative | ENEngelskEnglishEnacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry | |
dc.type | Journal article | |
dc.creator.author | Anlimachie, Moses Ackah | |
dc.creator.author | Abreh, Might Kojo | |
dc.creator.author | Acheampong, Daniel Yaw | |
dc.creator.author | Samuel, Badu | |
dc.creator.author | Alluake, Stephen | |
dc.creator.author | Newman, Deborah | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 2148660 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Pedagogy, Culture & Society&rft.volume=&rft.spage=1&rft.date=2023 | |
dc.identifier.jtitle | Pedagogy, Culture & Society | |
dc.identifier.startpage | 1 | |
dc.identifier.endpage | 19 | |
dc.identifier.doi | https://doi.org/10.1080/14681366.2023.2205861 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1468-1366 | |
dc.type.version | PublishedVersion | |