Gazing Back and Looking Inward: Decolonizing STEM Education in Ghanaian Primary Schools

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Decolonial Studies and Other Geographies of Reason (Table 9)

Abstract

This study presents findings from a research study with n=20 mathematics and science teachers in Ghanaian primary schools. The study draws from anticolonial and decolonial theories and African philosophies to provide a theoretical and analytical lens to deconstruct the teaching and learning of mathematics and science education in Ghana. We employed Indigenous research methodology (IRM) rooted in African philosophies, epistemologies and worldviews to co-construct knowledge with teachers. As we are writing this proposal, we are unable to fully outline the specific findings of this study. We wish to hold this space to acknowledge the process we are engaging in opens us to possibilities and interpretations which we are incapable of knowing at this present moment.

Authors

• Kenneth Gyamerah, Toronto District School Board 
  Presenting Author

• Thashika Pillay, Queen's University - Kingston
  Presenting Author