Misrepresentation of Religion in Curriculum of Ghanaian Schools: Mapping Educational (In)equity to Official Knowledge

• In Event: 56.075 - Affirming Diversity in the Social Studies

Abstract

Little research has conceptualized official knowledge and its connections to (in)equity in educational opportunity. Subjecting religious education curricula of Ghanaian schools through a qualitative discourse analysis, this work seeks to highlight official knowledge as a “hidden” medium by which educational inequity is manifested. In examining the dual role of religion as an identity maker and content of study, I identify, who is studied, who is (mis)studied, and who is not studied. I suggest that achieving the promise of equal educational opportunity, requires the redirection of research attention to curricular representations and the inequities they endorse.

Author

• Richardson Addai-Mununkum, University of Education, Winneba