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Exploring the concepts of critical pedagogy in a university in Western Africa

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Date Issued:
2020
Abstract:
Quality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university in Ghana that has prioritized cultivating critical thinking skills and developing critical consciousness within students. The strategies for teaching and learning at this university bear similarity with the principles of critical pedagogy. These strategies do not only set the institution apart from other universities but reflect in students' academic and career excellence. The purpose of this qualitative descriptive case study, therefore, was to explore how the concepts of critical pedagogy inform the instructional delivery methods in the university. The study employed critical pedagogy as the conceptual framework with research questions emerging from the concepts (i.e., problem-posing education, teacher and student roles, praxis, dialogue) as well as the study's problem and purpose. Eleven purposefully selected participants provided an in-depth illumination of the subject matter. The study's findings revealed that the concepts of critical pedagogy inform the instructional delivery methods in the institution through problem-based curricula content, entrepreneurial skill development, collaborative education, and leadership skill development. The study has policy implications. The findings provide resourceful information to educational leaders on future curriculum and instructional design that are appropriate for individual and national development.
Title: Exploring the concepts of critical pedagogy in a university in Western Africa.
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Name(s): Nkansah, Joan Nkansaa, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Date Issued: 2020
Date Issued: 2020
Other Date: 2020.
Publisher: University of West Florida,
Place of Publication: Pensacola, Florida :
Physical Form: electronic resource
Extent: 1 online resource (x, 248 leaves : charts)
Language(s): eng
Abstract: Quality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university in Ghana that has prioritized cultivating critical thinking skills and developing critical consciousness within students. The strategies for teaching and learning at this university bear similarity with the principles of critical pedagogy. These strategies do not only set the institution apart from other universities but reflect in students' academic and career excellence. The purpose of this qualitative descriptive case study, therefore, was to explore how the concepts of critical pedagogy inform the instructional delivery methods in the university. The study employed critical pedagogy as the conceptual framework with research questions emerging from the concepts (i.e., problem-posing education, teacher and student roles, praxis, dialogue) as well as the study's problem and purpose. Eleven purposefully selected participants provided an in-depth illumination of the subject matter. The study's findings revealed that the concepts of critical pedagogy inform the instructional delivery methods in the institution through problem-based curricula content, entrepreneurial skill development, collaborative education, and leadership skill development. The study has policy implications. The findings provide resourceful information to educational leaders on future curriculum and instructional design that are appropriate for individual and national development.
Identifier: 1202267438 (oclc), WFE0000724 (IID)
Note(s): by Joan Nkansaa Nkansah.
College of Education and Professional Studies ; Department of Educational Research and Administration.
Dissertation (Ed.D.) University of West Florida 2020
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
University of West Florida.
Education, Higher -- Africa, West
United States
Library Classification: LD1807.F62j 2020 N536
Persistent Link to This Record: Read full text online
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF
Other Format: Exploring the concepts of critical pedagogy in a university in Western Africa. (Print version:)
(OCoLC)1202267727

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