Towards Anticolonial Framework for Teacher Education in Ghana

• In Event: Indigenous Peoples, Epistemologies And Praxis In Education

Abstract

In this paper, I theorize an anticolonial framework for teacher education in Ghana, centering Indigenous Knowledge Systems (IKS) and local pedagogies to dismantle enduring colonial legacies. Ghana’s education system remains entrenched in Eurocentric epistemologies, marginalizing Indigenous languages, knowledge, and pedagogies. Drawing on anticolonial theory, I critique how coloniality masquerades as professionalism in teacher preparation, perpetuating epistemic violence. I argue for a transformative approach that re-roots teacher education in Ghanaian social realities, positioning teachers as cultural workers who challenge oppressive structures. Though neoliberalism and institutional resistance pose challenges, the paper highlights the generative potential of IKS for fostering relational, justice-oriented pedagogies. The paper contributes to global decolonial dialogues by offering a praxis-based model for reclaiming Indigenous epistemologies in Ghana’s teacher education.

Author

• Ali Ahmed, Texas Tech University