Skip to main content
SpringerLink
Log in

A Ghanaian Teacher Evaluates access and Equity to Education in Canada and Ghana – John Dewey’s Philosophy of Education and the Education for all Initiative

  • Chapter
Inclusive Education in African Contexts

  • 702 Accesses

Abstract

Education has become one of the most important social institutions in most nations of the world, commanding the attention of governments, politicians, civil groups, and international agencies. It influences all aspects of human life, be they social, economic or political. Indeed, education is one of the main foci for political campaigning and influences on voting patterns.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Ahmed Bawa, K. (2010, April 4). Inclusive education in Ghana: Are we achieving the vision? Feature Article of Sunday (For CEVS-Ghana, Tamale). Retrieved from Education Strategic Plan 1 & 2, (2003–2015) Document, Ministry of Education Youth, and Sports 2004.

    Google Scholar 

  • Akyeampong, K., Djangmah, J., Seidu, A., Oduro, A., & Hunt, F. (2007). Access to basic education in Ghana: The evidence and the issues (Country analytic report). Brighton: University of Sussex.

    Google Scholar 

  • Arendt, H. (1961). Between past and future. New York, NY: Penguin.

    Google Scholar 

  • Asante, M. (1991). The afrocentric idea in education. Journal of Negro Education, 60(2), 170–180.

    Article  Google Scholar 

  • Asante, M. K. (2003). Afrocentricity: The theory of social change. Chicago, IL: African American Images.

    Google Scholar 

  • Asante, M. K. (2007). An afrocentric manifesto: Toward an African renaissance. Cambridge: Polity Press.

    Google Scholar 

  • Brock-Utne, B. (2000). Whose education for all? The recolonization of the African mind. New York, NY: Falmer Press.

    Google Scholar 

  • Campbell-Murphy, H., & Cool, J. (1998). Dropping out and dropping in: A study of youth and literacy. Ottawa, ON: Canadian Youth Foundation.

    Google Scholar 

  • Dei, G. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education, 4(2), 111–132.

    Article  Google Scholar 

  • Dei, G. J. S. (2010). Teaching Africa: Towards a transgressive pedagogy. New York, NY: Springer Press.

    Google Scholar 

  • Dei, G. J. S. (2012, January 4). Reclaiming our Africanness in the diasporized context: The challenge of asserting a critical african personality. Journal of Pan African Studies.

    Google Scholar 

  • Dei, G. J. S. (2015, May). Reflections on “Dropping Out” of school: Meeting the challenge of youth engagement. Education Canada. Retrieved from http://www.cea-ace.ca/education-canada/article/reflections-%E2%80%9Cdropping-out%E2%80%9D-school

    Google Scholar 

  • Dei, G. J. S., Mazzuca, J., McIsaac, E., & Zine, J. (1997). Reconstructing ‘Dropout’: A critical ethnography of the dynamics of Black students’ disengagement from schools. Toronto: University of Toronto Press.

    Book  Google Scholar 

  • Dewey, J. (1900). School and society. Chicago, IL: University of Chicago.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. New York, NY: Macmillan.

    Google Scholar 

  • Dewey, J. (1964). Philosophy of education (Problems of Men). Totowa, NJ: Littlefield, Adams & Co.

    Google Scholar 

  • Dewey, J. (1966). Democracy and education. New York, NY: The Free Press.

    Google Scholar 

  • Educational Access in Ghana, Country Policy Brief, March 2008, Consortium for Research on Educational Access, Transitions and Equity (CREATE).

    Google Scholar 

  • Equity and Inclusive Education in Ontario Schools, Guidelines for Policy Development and Implementation, Realizing the Promise of Diversity Document, 2009, Ghana Country Paper on the Development of Education (2000–2010).

    Google Scholar 

  • “Ghana needs access and equity in education to ensure development” Article, Ghana News Agency, 7th January 2009.

    Google Scholar 

  • Ghana Education Service, Education in Ghana, Private and Public Schools, July 2009 at the Open Directory Project, Retrieved 11-11-2010.

    Google Scholar 

  • Handlin, O. (1971). John Dewey’s challenge to education: Historical perspectives on the cultural context. Westport, CT: Greenwood Press.

    Google Scholar 

  • Hidden in Plain View: First Nations, Métis and Inuit Urban Education, topic presented at Forum on Equity and Social Justice in Education (FESJ) co-sponsored by the Centre for Urban Schooling (OISE/UT), the Aboriginal Education Centre (TDSB), the Model Schools for Inner Cities (TDSB), and the Faculty of Education at York University (November 23, 2010).

    Google Scholar 

  • Karenga, M., & Karenga, T. (2007). The Nguzo Saba and the Black family: Principles and practices of well-being and flourishing. In H. P. McAdoo (Ed.), Black families (4th ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Ladson-Billings, G. (2006). From the achieve gap to the education debt: Understanding achievement in U.S. school. Educational Researcher, 35(7), 3–12.

    Article  Google Scholar 

  • Smith, L. (1999). Decolonizing methodologies: Research and indigenous people. London: Zeb Books.

    Google Scholar 

  • Te Riele, K. (2006). Youth at risk: Further marginalizing the marginalized? Journal of Educational Policy, 21(2), 129–146.

    Article  Google Scholar 

  • Toronto District School Board (TDSB). (2009). 2008 parent census, Kindergarten- Grade 6: System overview and detailed findings- Executive summary [Janet O’Reilly and Maria Yau, Research Coordinators]. Toronto: Organizational Development Department, Research and Information Services, TDSB.

    Google Scholar 

  • THE ONTARIO SAFE SCHOOLS ACT: School Discipline and Discrimination, Published Wed Apr 11 2007.

    Google Scholar 

  • “Toronto trustees vote in favour of Afrocentric school”, Article by Natalie Alcoba, the National Post Newspaper, Jan. 30, 2008“Toronto‘s 1st Africentric School set to open”, CBC News Friday, September 4, 2009.

    Google Scholar 

  • U.S. Bureau of African Affairs Electronic Information and Publications: Ghana, Education, September 17, 2010.

    Google Scholar 

  • Winterdyke, J. A. (2002). Issues and perspectives on young offenders in Canada (3rd ed.). Canada: Thompson Nelson.

    Google Scholar 

Download references

Authors
  1. Harriet Akanmori
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of South Africa, South Africa

    Nareadi Phasha

  2. University of South Africa, South Africa

    Dikeledi Mahlo

  3. University of Toronto, Canada

    George J. Sefa Dei

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Akanmori, H. (2017). A Ghanaian Teacher Evaluates access and Equity to Education in Canada and Ghana – John Dewey’s Philosophy of Education and the Education for all Initiative. In: Phasha, N., Mahlo, D., Dei, G.J.S. (eds) Inclusive Education in African Contexts. Anti-Colonial Educational Perspectives for Transformative Change. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-803-7_11

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-803-7_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-803-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation