Advanced International Journal of Multidisciplinary Research

E-ISSN: 2584-0487 •   Impact Factor: 9.11

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Reframing Civic Education in Ghana: Indigenous Relationality, Teacher Education, and Decolonizing Pedagogies

Author(s) Dr. Sylvester Atibiya
Country Ghana
Abstract This paper explores ways the concept of Indigenous relationality can be used to reframe civic education in Ghanaian teacher education. Although the Ghanaian government has been focusing its policies on participation, democratic principles, and civic duty, civic education in Ghana is still based on Eurocentric epistemologies where abstract and individualistic ideas of citizenship are prioritized. Based on a qualitative interpretive design based on decolonizing methods, data were collected using semi-structured interviews and focus group discussions with educators and teacher trainees at selected Colleges of Education. Results show that participants imagine civic life based on the principles of interconnectedness, reciprocity, and intergenerational responsibility, by making civic knowledge, civic identity and civic participation relational and social. Although these principles are partially implemented in pedagogical activities, including storytelling, community-based and experiential learning, their combination is not balanced and is mostly reliant on an individual initiative. The systematic integration of Indigenous relationality is inhibited by institutional conditions such as curriculum structures, teacher training, language policy and sparse community partnerships. This paper posits that the problem with civic education is not just the marginalization of Indigenous knowledge, but structural mismatch between epistemology and pedagogy and institutional practice. It progresses an integrated paradigm that situates Indigenous relationality as the epistemological paradigm, decolonial theory as the analytical prism, and critical place-based education as the pedagogical paradigm. Through the interrelations between these dimensions, the research has provided a contextually based methodology to reconsider civic education within Ghanaian teacher education and other postcolonial contexts.
Keywords Indigenous relationality, civic education, teacher education, decolonizing pedagogy, Ghana, place-based education, Indigenous knowledge systems.
Discipline Sociology > Education
Published In Volume 4, Issue 3, May-June 2026
Published On 2026-05-10
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