In Service of the Western World: Global Citizenship Education within a Ghanaian Elite Context
Saved in:
| Title: | In Service of the Western World: Global Citizenship Education within a Ghanaian Elite Context |
|---|---|
| Language: | English |
| Authors: | Howard, Adam, Dickert, Patrick, Owusu, Gerald, Riley, DeVaughn |
| Source: | British Journal of Educational Studies. 2018 66(4):497-514. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Global Approach, Social Class, Social Differences, Western Civilization, African Culture, Secondary Schools, Selective Admission, Foreign Countries, Intervention, Teaching Methods, Study Abroad, Overseas Employment, Educational Change, Ethnography, Cultural Differences, Student Attitudes, Citizenship Education, Foreign Policy |
| Geographic Terms: | Ghana |
| DOI: | 10.1080/00071005.2018.1533100 |
| ISSN: | 0007-1005 |
| Abstract: | This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school's interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of teaching them the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenship education that emphasize critical consciousness. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2018 |
| Accession Number: | EJ1197380 |
| Database: | ERIC |
| Abstract: | This article employs postcolonial perspectives to examine the possibilities and limitations of drawing on Pan-African ideas to establish practices and meanings for global citizenship education at an elite secondary school in Ghana. In this examination, the authors explore the ways in which the school's interventions to reinforce sameness/unity produce different understandings of global citizenship between students from different social class backgrounds. The article addresses how the school attempts to dissociate students from their native cultures for the purpose of teaching them the ways of knowing and doing necessary to live and work/study in the West. The authors illustrate the ways in which the lessons students are being taught about what it means to be a global citizen reinscribe hegemonic discourse through Pan-African rhetoric. The article concludes by calling for alternative forms of global citizenship education that emphasize critical consciousness. |
|---|---|
| ISSN: | 0007-1005 |
| DOI: | 10.1080/00071005.2018.1533100 |
