Master of Arts (MA), Ohio University, 2013, African Studies (International Studies)

The research focuses on Ghana, as a case study to investigate the history of education in Sub-Saharan Africa. It claims that African education (Ghanaian education in particular) has had a long history of colonization that the post-independence period has not yet been able to subvert. Ghanaian education is still under Western dominance, leading many scholars to denounce the mere "copy paste" and "mimicry" of Western curricula in Ghanaian schools. This research advocates a decolonization of African education in order to align African education with the African context and challenges. This research advocates a decolonization of African education in order to align African education with the African context and challenges. This research is based on secondary data analysis to gauge the evolution of Ghanaian education from pre-colonial to post-colonial and the efforts towards decolonization. The research reaches the conclusion that, despite the domination of Ghanaian education by Western models and the negligence of African/Ghanaian indigenous knowledge, the Government of Ghana displays much devotion to adapting education to national needs. The significance of indigenous knowledge is also acknowledged; but it has much more prominence in Basic school than in Secondary school.

Committee: Stephen Howard Dr. (Committee Chair); Francis Godwyll Dr. (Committee Member); Diane Ciekawy Dr. (Committee Member) Subjects: African Studies