(Re)thinking Climate Change and Sustainability Education: A Case Study of Junior High Schools in Ghana

• In Event: AERA Roundtable Session Saturday 7:45 am
  In Roundtable Session: Teachers as Agents of Change in Sustainability Education

Abstract

The intensification of the global climate change crisis has positioned education systems as key players in mitigation efforts. This qualitative case study, employing in-depth interviews and focus groups with teachers, headteachers, and Indigenous Knowledge (IK) holders, explores stakeholders' perceptions of the quality and cultural relevance of climate change education in Ghanaian junior high schools. Utilizing decolonial theories, this study critiques Western epistemologies influencing teachers' pedagogies. The results reveal minimal integration of Indigenous Knowledge in teacher pedagogies and online learning ecologies, inadequate teaching and learning materials, and a rigid curriculum based on Western epistemologies. Additionally, insufficient professional development impedes instructions. This study contributes to the critical dialogue for transforming climate change education in Ghana, beyond the universal Western epistemic frameworks.

Author

• Lariba Wilson Pakmoni, University at Buffalo - SUNY