Abstract
ABSTRACT Redefining Ghanaian citizenship has been the impetus for the new 2019 educational reform. For President Akufo-Addo, fostering a more located historic expression of citizenship in learners is central for renewing pride and innovation to move Ghana out of poverty. Teachers are seen as central to this change. Based on 26 interviews, this qualitative study explores lessons learned from government primary schoolteachers about citizenship, in relation to their learners. Primarily, their Ghanaian citizenship(s) was an interdependent definition covering their ethnic, national, and (Black) African consciousness. Inspired by the Pan-African theorist, Kwame Nkrumah, the definition was articulated as ‘Oneness;’ an African relational ontology for seeking unity in difference to disinherit colonialism. This was grounded in ‘Rootedness,’ symbiotic with how teachers located their learners’ ethnic identities and differences through indigeneity. A conceptual model for decolonising citizenship(s) is presented, offering praxis within and beyond the African classroom, highlighting Ghana’s role in the decolonial project.
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