Decolonising knowledge production, validation, and dissemination
Subtitle: the relevance of the (selected) works of Memmi, Fanon, and Gandhi to schooling and education in Ghana
By: by Paul Banahene Adjei.
Published: 2005
Language: eng
Number of pages: 138
Subjects: Memmi, Albert.; Fanon, Frantz, -- 1925-1961.; Gandhi, -- Mahatma, -- 1869-1948.; Education -- Ghana.; Education, Colonial.
First sentence: “At long last the battle has ended, and Ghana, our beloved country is free forever… We shall demonstrate to the world that the Black man is capable of managing his own affairs…” (Prime Minister Dr. Kwame Nkrumah

This quote is an excerpt from the speech of Dr. Kwame Nkrumah, the first Prime Minister of Ghana, on the eve of Ghana’s Independence. Although this statement was made almost half a century (48 years) ago, the overwhelming evidence suggests that Ghana is not free from the tentacles of colonial powers. The struggle Ghanaians have to contend with is not just the issue of economic, political, and religious subjugation but also dealing with the colonial driver: “[mis]education.”
Description: This thesis examines how the selected works of Mahatma Gandhi, Franz Fanon and Albert Memmi implicate colonial and post-colonial schooling and education in the South, specifically, Ghana.The study focuses on the asymmetrical power relations between conventional and indigenous ways of producing, validating and disseminating knowledge in Ghana, especially the gap that has been created between indigenous knowledges and practices that exist in the community and the dominant knowledges approved in the formal classroom of learning. The project noted that the enthronement of school knowledge as opposed to community knowledge and practices is responsible for the proliferation of intelligentsia who has little stamina in addressing local needs in Ghana.The study utilises the anti-colonial thoughts antiracism prism and Gramscian's ideas of hegemony as discursive frameworks in engaging the voices of Fanon, Memmi, and Gandhi to construct alternative ways of learning that bridges the gap between indigenous and conventional knowledges in formal education in Ghana.
Notes: Thesis (M.A.)--University of Toronto, 2005.

Includes bibliographical references (leaves 129-138)

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