Enacting culturally responsive pedagogy for rural schooling in Ghana: a school-community-based enquiry
Date
2025
Authors
Anlimachie, M.A.
Abreh, M.K.
Acheampong, D.Y.
Samuel, B.
Alluake, S.
Newman, D.
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Journal article
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Pedagogy, Culture and Society, 2025; 33(1):141-159
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Abstract
Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities’ educational outcomes. This school – community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers’ reflective essays, interviews, and field observations in a Ghanaian Basic School and its community. Using CRP theorisation and Bourdieu’s socio-cultural theory, a thematic analysis of qualitative data found that the participating rural students’ aspirations and school success priorities were heavily shaped by their immediate environment, embedded cultural capital and significant social others – especially their families and teachers.
Teachers’ cultural capital, including: 1) socio-cultural knowledge of their learners’ background, 2) development of local cultural competencies and 3) forging school-home collaborative cultures facilitated rural schooling success. Therefore, the study argues for a grassroots approach to teacher development and a school-community collaborative approach to learning through a greater harnessing of home cultural capital as a critical strategy for re-positioning CRP for improved education outcomes for rural children in Ghana.
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Copyright 2023 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. (http://creativecommons.org/ licenses/by/4.0/)