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Historical Reforms in the Development of Post-Colonial Social Studies Education in Ghana

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Title: Historical Reforms in the Development of Post-Colonial Social Studies Education in Ghana
Language: English
Authors: Eddy D. Asiedu, Joseph R. Feinberg
Source: Journal of International Social Studies. 2024 14(1):3-19.
Availability: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: https://www.socialstudies.org/iajiss
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Social Studies, Donors, Postcolonialism, Educational History, Educational Development, Curriculum Development, Decolonization, Educational Change, Time Perspective, Educational Policy, High Schools, Educational Philosophy, Agencies, Primary Sources, Government Role
Geographic Terms: Ghana
ISSN: 2327-3585
Abstract: This article provides a chronological analysis of the historical development of social studies in Ghana with a focus on the impact of international donor agencies. The influence of donor agencies on the introduction and implementation of social studies in the Ghanaian general education curriculum shows that post-colonial countries struggle with developing curriculum that is independent of colonial powers and germane to national needs. This article delves into the introduction and implementation process of social studies education highlighting five influential reforms in Ghana that happened between 1951 and 2007. This study provides an overview of Ghana's key educational reforms and the most important factors that influenced those reforms. Studying the past and present social studies education curriculum and its historical context in Ghana offers educational leaders insights and cautions to guide and inform future reforms in social studies education, ideally to avoid similar problems.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441040
Database: ERIC
FullText Text:
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  Data: International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: https://www.socialstudies.org/iajiss
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: This article provides a chronological analysis of the historical development of social studies in Ghana with a focus on the impact of international donor agencies. The influence of donor agencies on the introduction and implementation of social studies in the Ghanaian general education curriculum shows that post-colonial countries struggle with developing curriculum that is independent of colonial powers and germane to national needs. This article delves into the introduction and implementation process of social studies education highlighting five influential reforms in Ghana that happened between 1951 and 2007. This study provides an overview of Ghana's key educational reforms and the most important factors that influenced those reforms. Studying the past and present social studies education curriculum and its historical context in Ghana offers educational leaders insights and cautions to guide and inform future reforms in social studies education, ideally to avoid similar problems.
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      – Text: English
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      Pagination:
        PageCount: 17
        StartPage: 3
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Donors
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      – SubjectFull: Educational Development
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      – SubjectFull: Decolonization
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      – SubjectFull: Educational Change
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      – SubjectFull: Time Perspective
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      – SubjectFull: Educational Policy
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      – SubjectFull: High Schools
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      – SubjectFull: Educational Philosophy
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      – SubjectFull: Ghana
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