The importance of Akan concept of Truth and worldview on Religious and Moral Education in post-colonial Ghana: A case study in Senior High Schools

Abstract

This thesis critically examines the importance of Akan-centric worldview on the concept of Truth and Religious and Moral Education (RME) in post-colonial Ghana with reference to Senior High Schools (SHSs). This is essential to the research as it seeks to address the research question: "to what extent Akan-centric worldview can contribute and enhance the teaching, learning curriculum development of Religious and Moral Education (RME) in Ghana". In addition, Akan-centric worldview in this thesis also seek to address the issue of epistemic justice of knowledge by inclusion of Akan-centric epistemology to help students in Ghana to develop their knowledge and understanding on complex concepts in RME, since Akan concept of truth is compatible with Christianity in many aspects. For example, Akan-centric epistemology should benefit students to understand the complex concepts such baptism, holy matrimony, concept of God, concept of saints due to its compatibility nature.

The design of the research and the questions of the project were guided towards documenting the critical analysis of the extent to which Akan worldview (Akan-centric) can contribute and enhance the development of RME curriculum in Ghana. Furthermore, the project used Akan-centric theory as a culturally responsive conceptual framework and grounded theory in constructivist perspective to examine, analyse, and clarify the Akan-centric educational pedagogy with reference to pre-existing indigenous knowledge in RME. In addition, the research engages some RME stakeholders in Ghana, such as educationalists, scholars, RME teachers, clergy, chiefs, external donors from the western countries, parents and discusses the impact of external donors' conditionality and RME curriculum development in Ghana. Furthermore, this study involves conceptual analysis and data collection through formal and informal interviews, as well talking and listening to people.

The research is qualitative in nature, and the study carried out an informal and formal interview, and analysis of environmental and cultural artefacts to support data collection. The study observed and recommended that Akan-centric pre-existing indigenous knowledge contains essential resources that must be considered in its quest for relevant contemporary curriculum design, because the culture of the people must not be underestimated, as it serves as the first contact of every society or a person. I argue that Akan-centric philosophy and associated epistemology which were previously marginalised is a matter of epistemic justice, and it contradicts knowledge democracy, and should inform curriculum development in Ghana as it offers potential benefit.

Date of Award	2024
Original language	English
Awarding Institution	Canterbury Christ Church University