The Persistent Educational Inequality in Ghana Despite the Range of Policies Implemented by Various Governments: What Are the Perspectives of Teachers in Tamale?

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Teachers as Policy Implementers (Table 35)

Abstract

In this study, the author answered the research question: why does the range of policies implemented by various governments to combat educational inequality in Ghana seem not to yield the desired policy outcomes? Critical policy analysis frameworks such as sense-giving and sense-making, democratizing the development of evidence, and intersectional capital intersectionality were employed to analyze the inability of the policies to adequately fight the persistent educational injustice in the country by closing the gap between the privileged and disadvantaged communities. The researcher also utilized the interview method to get the perspectives of middle school and high school teachers from Tamale on why educational inequality is still highly prevalent despite the execution of a variety of policies meant to battle it.

Author

• Mohammed Ibrahim, Arizona State University