Education as catalyst for change: The role literacy and numeracy

• In Event: Language and Representation

Proposal

Social injustice, in its varied forms, remains entrenched in most institutions and communities in Ghana, despite the concerted attempts of some individuals and institutions to resist the phenomenon. Education is generally considered as one of the levelers for addressing endemic social injustices in countries, and in addressing socially discriminating issues like gender, race, ethnicity, wealth, etc. Likewise, literacy and numeracy skills could play a critical role in equipping learners with foundational skills to understand these fundamental issues of injustices, and through education become advocates in society. However, literacy and numeracy education themselves remain a major source of social injustice, both in school and beyond school life. In this paper, we provide a content analysis of the Junior High School (English and Mathematics) curricula for Ghana. The purpose is to investigate whether the curricula make provision for concepts on social injustice in literacy and numeracy. The key question we asked is to what extent do the curricula help students to recognise literacy and numeracy as tools to challenge systemic biases? Additionally, we shall investigate the provisions made in the curricula for learners to use their knowledge and understanding to command change. Data will be analysed qualitatively to ascertain how the strands in the mathematics and English curricula are directed towards creating awareness of socio-injustices and fighting systemic biases. Finally, recommendations will be made based on the findings.

Authors

• Joyce Senya Ama Anku, University of Ghana Legon, Accra

• Nana Akosua Owusu-Ansah, University of Education, Winneba

• Solomon Akwasi Addae-Boahene, T-TEL