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Nthontho, M. A., & Addai-Mununkum, R (2021). Towards religious literacy in South African schools: Is the Life Orientation curriculum potent enough?. Journal of Beliefs & Values, 42,
Abstract
Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
Acquaye V., Addai-Mununkum, R., Acquah, S., Ananga E. (2022). The new B.Ed. Curriculum and the making of 21st Century teachers in Ghana: Perceptions of UEW teacher trainees on digital pedagogies. International Journal of Basic Education Research and Policy, 4,
Abstract
The promulgation of the National Teachers’ Standards has brought to the fore the need to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners”. To do this, teachers ought to demonstrate soft skills, but more importantly literacy in Information & Communications Technology (ICT). With the introduction of the new B.Ed. curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new B.Ed. curriculum for their ICT skills development. All 473 first year students enrolled in B.Ed. Basic Education programme at the University of Education –Winneba for the 2018/2019 academic year were engaged in the study that required them to fill out a 48-item questionnaire. Following descriptive quantitative analyses, the data revealed students’ access to smartphones can be harnessed by educators to facilitate teaching and learning. Yet, gender and age differences exist in students’ access to, abilities to, and appreciation of, ICT use. Besides, access to internet connectivity, and challenges relating to accessing credible information remain obstacles. Implications of these findings for scholarship and practice are presented for discussion.
The promulgation of the National Teachers’ Standards has brought to the fore the need to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners”. To do this, teachers ought to demonstrate soft skills, but more importantly literacy in Information & Communications Technology (ICT). With the introduction of the new B.Ed. curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new B.Ed. curriculum for their ICT skills development. All 473 first year students enrolled in B.Ed. Basic Education programme at the University of Education –Winneba for the 2018/2019 academic year were engaged in the study that required them to fill out a 48-item questionnaire. Following descriptive quantitative analyses, the data revealed students’ access to smartphones can be harnessed by educators to facilitate teaching and learning. Yet, gender and age differences exist in students’ access to, abilities to, and appreciation of, ICT use. Besides, access to internet connectivity, and challenges relating to accessing credible information remain obstacles. Implications of these findings for scholarship and practice are presented for discussion.
Matemba Y. H; Addai-Mununkum, R., (2021). . Religious Education in Malawi and Ghana: Perspectives on Religious Misrepresentation and Misclusion, DOI: https://doi.org/10.4324/9780429331671 http://https://www.routledge.com/Religious-Education-in-Malawi-and-Ghana-Perspectives-on-Religious-Misrepresentation/Matemba-Addai-Mununkum/p/book/9780367741204. ISBN: 9780429331671
Abstract
Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..
Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..
Acquaye, V.; Addai-Mununkum, R.; Acquah, S.; Ananga, E. D., (2019). The more, the merrier; An assessment of the effects of small group discussion technique on students’ social interactions in the implementation of the new B.Ed. Curriculum. J. Anamuah Mensah, J Fletcher (Eds) 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL.
Abstract
The introduction of the National Teachers Standard (NTS) necessitates a framework that will guide the education of pre-service teachers. Among others, the National Teacher Education Curriculum Framework (NTECF) emphasizes an interactive, learner-focused approach to modelling good teaching. The NTECF is also supported by the NTS as the determiner of what a ‘competent’ teacher is. As part of cross-cutting issues, the NTECF mentions social/collaborative skills as one of the required outcomes that are necessary for teachers’ professional development, in order that they can ensure learning for all. In this paper, we present findings from a study aimed at assessing the effects of using small group discussion technique as a means of inculcating in student-teachers the much-needed social skills. Using quantitative descriptive survey technique, the study explored student-teachers’ assessment of their acquisition of social/collaborative skills. A sample of three hundred and six (306) student-teachers, drawn from the premiering groups for the new B.Ed. in Basic Education and B.Ed. in Early Grade Education in the University of Education, Winneba, were purposively sampled for the study. The data was analysed using descriptive quantitative analysis. The major findings revealed that most (72%) student teachers preferred working in groups to undertaking assignments individually, eighty-four per cent (84%) also reported improvement in their ability to explain their perspectives well to others improvements in ability to socialize better and some hopes of developing lasting relationships was reported. The paper also shed light on some challenges such as poor group write ups as reported by student teachers. In conclusion, we highlighted the implications of the findings for the full roll-out of the B.Ed. curriculum in the colleges of education.
The introduction of the National Teachers Standard (NTS) necessitates a framework that will guide the education of pre-service teachers. Among others, the National Teacher Education Curriculum Framework (NTECF) emphasizes an interactive, learner-focused approach to modelling good teaching. The NTECF is also supported by the NTS as the determiner of what a ‘competent’ teacher is. As part of cross-cutting issues, the NTECF mentions social/collaborative skills as one of the required outcomes that are necessary for teachers’ professional development, in order that they can ensure learning for all. In this paper, we present findings from a study aimed at assessing the effects of using small group discussion technique as a means of inculcating in student-teachers the much-needed social skills. Using quantitative descriptive survey technique, the study explored student-teachers’ assessment of their acquisition of social/collaborative skills. A sample of three hundred and six (306) student-teachers, drawn from the premiering groups for the new B.Ed. in Basic Education and B.Ed. in Early Grade Education in the University of Education, Winneba, were purposively sampled for the study. The data was analysed using descriptive quantitative analysis. The major findings revealed that most (72%) student teachers preferred working in groups to undertaking assignments individually, eighty-four per cent (84%) also reported improvement in their ability to explain their perspectives well to others improvements in ability to socialize better and some hopes of developing lasting relationships was reported. The paper also shed light on some challenges such as poor group write ups as reported by student teachers. In conclusion, we highlighted the implications of the findings for the full roll-out of the B.Ed. curriculum in the colleges of education.
Acquaye, V.; Addai-Mununkum, R.; Acquah, S.; Ananga, E. D., (2019). The new BEd Curriculum and ‘making’ of 21st century teachers in Ghana: UEW student-teachers’ perception of student centred pedagogies.. J. Anamuah Mensah, J Fletcher (Eds) 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL.
Abstract
The promulgation of the National Teachers’ Standards has brought to the fore the need “to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners. To do this, teachers ought to demonstrate skills in problem solving, communication, Information & Communications Technology (ICT) among others. With the introduction of the new BEd curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new (world-class) curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new BEd curriculum for their development as 21st century teachers? Four hundred and seventy-three (473) first year students enrolled in BEd Basic Education and BEd Early Grade programmes at the University of Education – Winneba were engaged in the study that required them to fill out a 49 item questionnaire. Following descriptive quantitative analyses, the data revealed Lecturers’ innovative use of smartphones during lectures improved students ICT skills. Student-teachers also gave positive reviews of new lecture room organization, problem solving pedagogies, and opportunities to present before their peers. While admitting to the enormous gains the new curriculum has occasioned for their professional development, the students identified challenges to the implementation of the new curriculum such as poor internet connectivity, large class size and other logistical concerns. Implications of these findings for scholarship and practice are presented for discussion.
The promulgation of the National Teachers’ Standards has brought to the fore the need “to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners. To do this, teachers ought to demonstrate skills in problem solving, communication, Information & Communications Technology (ICT) among others. With the introduction of the new BEd curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new (world-class) curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new BEd curriculum for their development as 21st century teachers? Four hundred and seventy-three (473) first year students enrolled in BEd Basic Education and BEd Early Grade programmes at the University of Education – Winneba were engaged in the study that required them to fill out a 49 item questionnaire. Following descriptive quantitative analyses, the data revealed Lecturers’ innovative use of smartphones during lectures improved students ICT skills. Student-teachers also gave positive reviews of new lecture room organization, problem solving pedagogies, and opportunities to present before their peers. While admitting to the enormous gains the new curriculum has occasioned for their professional development, the students identified challenges to the implementation of the new curriculum such as poor internet connectivity, large class size and other logistical concerns. Implications of these findings for scholarship and practice are presented for discussion.
Addai-Mununkum, R (2018). Teacher Identity, Positionality and (Mis) Representation of Religion in the Ghanaian School Contexts: Insider/Outsider Case Study Perspectives. American Journal of Qualitative Research, 2,
Abstract
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.
Matemba,Y. H. & Addai-Mununkum, R, (2018). Exclusion and Misclusion of religion in Religious Education: Lessons from two qualitative studies in Sub-Saharan Africa-Malawi and Ghana. European Conference on Educational Research (ECER). Bolzano, Italy: ECER.
Abstract
This paper draws on the findings of a comparative study (2011-2014) that examined the problem of religious misrepresentation in RE in Malawi and Ghana. In an earlier paper (recently published in 2017), we examined how classroom discourse in the two countries exacerbates rather challenge religious misrepresentation. The present paper, follow the specific issues of exclusion and misclusion of religion in RE not only in classroom discourse but also in RE ‘texts’ (textbooks, curriculum/syllabuses and policy enactments).
This paper draws on the findings of a comparative study (2011-2014) that examined the problem of religious misrepresentation in RE in Malawi and Ghana. In an earlier paper (recently published in 2017), we examined how classroom discourse in the two countries exacerbates rather challenge religious misrepresentation. The present paper, follow the specific issues of exclusion and misclusion of religion in RE not only in classroom discourse but also in RE ‘texts’ (textbooks, curriculum/syllabuses and policy enactments).
Addai-Mununkum, R.; Abroampa, W. K. ; Agordzo Edoh-Torgah, N, (2018). Decolonized curriculum in colonized contexts: Assessing Ghanaian Public schools’ role in the decolonization agenda.. American Education Research Association Annual Meeting 2018. Washington DC: AERA. http://www.aera.net
Abstract
Ghana has since independence taken steps to Africanize its education system. Sixty-years on, we ask how challenging it has been for the school curriculum to live its promise of inculcating Afrocentrism in students. Using a qualitative case study design, we researched six public schools. Data from interviews, focus groups and observations lead us to conclude that Afrocentrism inspired curriculum is in place in Ghanaian public schools. Yet, the contexts within which such curricula are implemented are themselves centers of complex interrelationships between personal faiths, institutional ideology, and school ownership/management. We draw from these to echo that curricula reforms are successful if equivalent ideological and structural reforms are implemented in the contexts within which such curriculum will be implemented.
Ghana has since independence taken steps to Africanize its education system. Sixty-years on, we ask how challenging it has been for the school curriculum to live its promise of inculcating Afrocentrism in students. Using a qualitative case study design, we researched six public schools. Data from interviews, focus groups and observations lead us to conclude that Afrocentrism inspired curriculum is in place in Ghanaian public schools. Yet, the contexts within which such curricula are implemented are themselves centers of complex interrelationships between personal faiths, institutional ideology, and school ownership/management. We draw from these to echo that curricula reforms are successful if equivalent ideological and structural reforms are implemented in the contexts within which such curriculum will be implemented.
Addai-Mununkum, R
American Educational Research Association (AERA) Meeting. San Antonio, TX, USA April 27 - May 2, 2017
Paper presented:
Educational Access "With Strings Attached": Exploring the Role of Religion in Promoting Educational Inequity
Abstract
Literature is replete with reports of missions contributing immensely towards bridging the gap between access and provision of education. However, little work has examined religious practices that exist in such mission sponsored schools and their contribution to inequity in educational access. Using a qualitative case study which employed interviews, observations and focus groups, I examined the experiences of religious minorities in pseudo-religious public schools in Ghana. I observed that such schools make students into a captive audience to religious instruction, thereby encouraging students to adopt less honorable tactics, and falsifying behavior, in order to peaceably access public education. If schools in Africa are to remain this religious, we stand the risk of denying students their rightful access to public education.
Literature is replete with reports of missions contributing immensely towards bridging the gap between access and provision of education. However, little work has examined religious practices that exist in such mission sponsored schools and their contribution to inequity in educational access. Using a qualitative case study which employed interviews, observations and focus groups, I examined the experiences of religious minorities in pseudo-religious public schools in Ghana. I observed that such schools make students into a captive audience to religious instruction, thereby encouraging students to adopt less honorable tactics, and falsifying behavior, in order to peaceably access public education. If schools in Africa are to remain this religious, we stand the risk of denying students their rightful access to public education.
Addai-Mununkum, R
American Educational Research Association (AERA) Meeting 2017. San Antonio, USA April 27 - May 2, 2017
Paper presented:
Misrepresentation of Religion in Curriculum of Ghanaian Schools: Mapping Educational (In)equity to Official Knowledge
Abstract
Little research has conceptualized official knowledge and its connections to (in)equity in educational opportunity. Subjecting religious education curricula of Ghanaian schools through a qualitative discourse analysis, this work seeks to highlight official knowledge as a “hidden” medium by which educational inequity is manifested. In examining the dual role of religion as an identity maker and content of study, I identify, who is studied, who is (mis)studied, and who is not studied. I suggest that achieving the promise of equal educational opportunity, requires the redirection of research attention to curricular representations and the inequities they endorse
Little research has conceptualized official knowledge and its connections to (in)equity in educational opportunity. Subjecting religious education curricula of Ghanaian schools through a qualitative discourse analysis, this work seeks to highlight official knowledge as a “hidden” medium by which educational inequity is manifested. In examining the dual role of religion as an identity maker and content of study, I identify, who is studied, who is (mis)studied, and who is not studied. I suggest that achieving the promise of equal educational opportunity, requires the redirection of research attention to curricular representations and the inequities they endorse
