EMERGING THEMES IN EDUCATIONAL REFORMS IN GHANA AS SEEN THROUGH EDUCATION REFORMS IN THE UNITED STATES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Padmore Godwin Enyo Agbemabiese, B. The Ohio State University 2007 Dissertation Committee Professor Charles R. Hancock (Advisor/Chair) Approved by Professor Valerie Lee Professor Mac Stewart Advisor Graduate Program in Education ABSTRACT The purpose of this study was to examine Ghana’s education reform initiatives between 1975 and 1996 in the light of contemporary linguistic and diversity issues. The goal was to identify emerging themes and determine the extent to which Ghana’s education reform can be improved by drawing upon the rich resources of education reforms in both Ghana and the U.
The study sought to create a broader framework for understanding Ghana’s education system by situating it in the contexts of debates and practices in English education in the United States. The context for this study included multiple years of educational reforms in Ghana and the United States as well as the educational reform initiatives put forward by various governments and agencies. This study addressed a number of research questions related to reform initiatives in Ghana’s educational programs between 1975 and 1996? Drawing upon Kirk and Miller (1986), Bissex (1990), Denzin and Lincoln (2000), the study utilized a qualitative and interpretive case study format to present a critical analysis of issues emerging from Ghana’s educational reform documents. In this study, the argument had been made that, the desire to restructure the education system of Ghana, must include expansion of the ii- - processes of negotiating alternate approaches to education reforms in the nation.
Thus, this study drew attention to the educational aims in the U. by providing an analysis of educational models in the U. education system that might help Ghana to meet the challenge of teaching literacy in its culturally and linguistically diverse classroom. The main research question addressed in this study was, “What are the emerging issues that characterized reform initiatives in Ghana’s educational programs between 1975 and 1996?”Data analyzed by the researcher revealed that the Ghanaian educational reforms articulated democratic and transformative goals in order to address the socio-economic realities of Ghana; however, the adoption of undemocratic procedures tended to result in dismal outcomes of the educational reform efforts.
The lack of programmatic effort and assessments by policy makers tended to create gaps that resulted from the pervasive lack of coordination between education policy and education practice, particularly teacher preparation and classroom practice. The solution that this researcher suggests is the reconciliation of the problem by expanding the notion of democracy to involve the active role of all actors in the education reform process, with deliberate inclusion of classroom teachers and teacher preparation program administrators. Additional findings are described in the dissertation. - iii – Finally, an emergent theoretical model identified desired educational goals and inter-connected variables in the Ghanaian society.
The study includes recommendations for further research. - iv – DEDICATION for my grandmother, Afeafa Fiador Agbemabiese, who opened the door to the world of ideas for me, and my father, Leo Korbla Agbemabiese, who believed I could accomplish all my goals and provided the intellectual guidance. iv - - ACKNOWLEDGMENT Along the long, steep and winding path I took in writing this dissertation, a number of individuals proved quite helpful. I owe a large keg of debt to them.
The last words of my father were, “Girdle your loins and fight hard to complete the last chapter of my book.” In a similar manner, my Grandmother, one day rhetorically expressed her concern about me in these words, “I wonder if he would one day write my name correctly in his notebook.”She was expressing her misgivings to some elders of my village about me moving into the Catholic mission-house in order to complete my middle school education. Today, I have completed the last chapter of my father’s book and engraved Grandma’s name not only in my notebook but also on my memory. If those who reside in “Tsiefe”(the Land of the Dead) have ears, let Grandma and my father hear me, “I, your stammering son owe you a basketful of “akpe”(thanks) and “ahagowo”(kegs of palmwine for libation) for always being with me.” My dissertation committee deserves my sincerest thanks and appreciation for the timely intervention and invaluable assistance, and encouragement they provided whether through private conversations, questions raised, or careful readings and comments on chapters of this dissertation. They include Dr.
Charles Hancock, Professor of Education who -v– directed this dissertation with caring and intensity; read and commented on each chapter, placed his professional acumen at my disposal, and became the greatest ally throughout the final dissertation journey and through his words of encouragement I have arrived at its completion. Mac Stewart, Associate Professor of Education, provided his invaluable Teacher Education expertise assistance, here-and-there, and offered suggestions that enriched my dissertation throughout the process. Valerie Lee, Professor of English, whose gift of support and positive influence provided invaluable resources indispensable not only to this dissertation by my academic career in general. Her immense assistance and suggestions brought my dissertation the needed focus.
Kofi Anyidoho, Professor of English, University of Ghana, Legon Ghana, deserves mention for his continued encouragement and mentorship that has brought me this far in my academic and creative career. My most thanks is to my mother, Anna Ablavi Kwashie-Agbemabiese for her sacrifices and believing I can always succeed in whatever I put my hands to. I want to express a personal and special gratefulness to my daughters Sena, and son, Elikplim, for sacrificing immensely for me, putting themselves last, accepting my absence from their lives, their years of growing up, as their contribution to this dissertation, and spending countless nights without bedtime stories in order to make Dad’s dream for the family come true. - vi – I will like to thank Ann B.
Walker, for her indispensable advice and support and being instrumental in my successful completion of this dissertation. I want everyone who knows and ever meets B. Joyce Robinson to thank her for her spiritual and moral support, for her stimulating words that cheered me on and continue to amaze me with an incredible energy. She was and still is my ‘prop’in distress.
Special mention must be made of Mr. Fraser deserves many thanks for his encouragement, nourishment from his world of knowledge and ideas, enthusiasm and commitment to my welfare, academically and socially. Foster Fraser “medudor wo, loo.”A thousand thanks to Dr. Isaac Mowoe and Dr.
Paulette Pierce, for their insights and thoughtful questions and willingness to stand by me in all adversity ever since I arrived in the U. I want to mention Ms. L Grooms for her love, support, and her gently prodding intellectual curiosity that often challenges my often taken-for-granted assumptions. Special recognition to my brothers Dr.
Charles Agbemabiese and Dr. Martin Agbemabiese and cousin Dr. Dela Harlley for their numerous sacrifices, kindness, advice, judgment and care in the dreary years of my dissertation. God bless them.
I want to say a special thanks to my friend Dr. Edward Fekpe and his family for being a post in my fence in thick and thin, rain and shine. Words can never describe Mr. Emeka Aniagolu, Mr.
Godwin Dogbey, and Mr. Kordzo Willie Agbalevu. They are a friend and brother whose - vii – unqualified and selfless dedication to my welfare in social as well as in academic arenas has no equal. I owe them a lifelong gratitude.
And for Mr. Agbewornu, my uncle who became my father and confidant, “Mawu neyra wo”(God bless you) for keeping the fire in the hearth at home alive and fresh. I am also indebted to Sherri and Bryon Wallington (Mr.) for the support they always give when my computer refuses to listen to my ‘cries.’ “The Mouth,”according to an Ewe proverb, “cannot count the colony of the mice.”I have many people to thank than this page can hold. Since space will not allow me to acknowledge their generous support by naming them individually, let me ask for their pardon.
I extend my deepest appreciation and gratitude to them for giving me the opportunity to learn and grow professionally from each of them. To all, let me say, “Akpe nami loo. Miawoe wor dor”(Thanks to everybody for a noble work done). Finally and most importantly, I thank the Supreme Being and the Tutelary Spirits of my departed ancestors for showing me that through them all things are possible.
- viii – VITAE January 12, 1965… … … Born, Abor V. Ghana June 1984 … … … Diploma, Theater Arts, (University of Ghana, Legon) August 1985 … … … Diploma, Journalism & Public Relations, (Ghana Institute of Journalism) June 1996 … … … BA (Combined Honors) English and Drama (University of Ghana, Legon) Spring 1998 … … … MA. Master of Arts, (The Ohio State University) MAJOR FIELD OF STUDY: Education, English, African American and African Studies EDUCATION: English Studies… … … … … … Professor Charles R. Hancock ENGLISH: African American Literature… … .Professor Valerie Lee AAAS: African American Literature and African Studies, and Educational Policy and Leadership… … … … … … … .… … … Professor Mac Stewart - ix – TABLE OF CONTENTS Abstract… … … … … … … … … … … … … … … … … … … … … … … … … … … .ix Table of contents… … … … … … … … … … … … … … … … … … … … .… … … x List of Figures… … … … … … … … … … … … … … … … … … … … … … … … xiv CHAPTER 1: Introduction Introduction: Insight into Ghana’s Relationship with the U.1 Background to the Study… … … … … … … … … … … … … … … … … … .2 Purpose of the Study… … … … … … … … … … … … … … … … … … .10 Statement of the Problem… … … … … … … … … … … … … … … … … … .12 Operational Definitions of Key words… … … … … … … … … … … … … … … 13 Research Questions… … … … … … … … … … … … … … … … … … … … … … .17 Educational Significance of the Study… … … … … … … … … … … … … … .18 Rationale for the Study… … … … … … … … … … … … … … … .… … … … … 23 Limitations of the Study… … … … … … … … … … … … … … … .27 CHAPTER 2: Literature Review: Introduction… … … … … … … … .… 28 -x– A Short Overview of Ghana’s Education Reform… … … … … … .29 A Brief Historical Overview of Higher Education in the U.34 A Short History of Teacher Education Reform in the U.
S… … … … … … … 40 An Overview of American Education Reform Initiatives… … … … .… … … 41 A Brief History of Teacher Education and the Emergence of Normal Schools in the U.… … … … 43 A Brief History of Teacher Colleges and Schools, and Departments of Education in the U.… … … 44 Problems Confronting Schools of Education In the U.48 Contemporary Education Reform Initiatives in the U.53 Conceptions of Multicultural Education in the U.55 Multicultural Education and Teacher Preparation Programs… … … .65 Pre-Service Language Arts Teacher and Diversity in the U.70 Language Policy and Ghana’s Education System.72 The need for an educational reform— A Case for Ghana… … … … … … .