Abstract
ABSTRACT This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history and history curricula in Ghana. The article argues that history education in Ghana has survived the ravages of time, Western historiographical ideals and imperialist ambitions as well as politically motivated legislations and reforms. The article concludes that history education is regaining its grounds in Ghanaian schools and raises implications for teacher education and resource provision in schools. The article contributes to an understanding of the evolution of history education in Ghana and the impact of colonial and political forces on curricula, teaching and learning of African history. Keywords: Ghana; Education reforms; History curriculum; History education; Teacher education; Schools
Highlights
Perspectives on the aim of history teaching in schools as expressed by historians, educators, students, politicians, and the public are many and contested
This article delves into the historical records and cultural traditions to trace the beginnings of history teaching and the transformations history education has undergone from precolonial times to the present
This article contributes to an understanding of the nature of history education in Ghana since relatively little is known about history teaching in Ghana and Africa in general
Summary
Perspectives on the aim of history teaching in schools as expressed by historians, educators, students, politicians, and the public are many and contested (see Rautiainen, Räikkönen, Veijola & Mikkone, 2019; Chapman, Burn & Kitson, 2018). In many places across the world, history as a school subject is a powerful medium for intellectual and democratic training and values acquisition which positions students to understand society-in-context and contribute towards decision making. Ghanaians are interested in the past and current achievements of their nation, the political and socio-economic organisation, and the cultural heritage of Ghana and its people, making history an essential ingredient in the nation’s development efforts. Unlike the ‘traditions’ approach adopted by Adu-Gyamfi and Anderson (2021), this article discusses history education in Ghana and the political landscape that has shaped school history, as well as the pace, direction, and focus of history teaching, using a largely chronological approach. The article contributes to a clearer understanding of the impact of colonial and political forces on curricula, teaching, and learning of African history. Achieve a systematic presentation and understanding of the main argument of this article, a brief historical overview of education in Ghana precedes the discussion
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