Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy?

Joseph Seyram Agbenyega

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This chapter uses Bourdieu’s conceptual tools (habitus, field and capital)to examine and explicate Ghana’s comprehensive and universal early childhood education policies and programmes in Africa. It discusses the contexts in which these policies and programmes were designed and implemented and how childhood constructions and pedagogical practices situate children as receptacles receiving knowledge from teachers as sages. This chapter argues that although there are compelling evidences to suggest that a lot has changed positively for children in Ghana since the Early Childhood Care and Development (ECCD) policy was enacted, current teaching practices are limiting the development of children’s cognitive capital and habitus needed for effective functioning in present and future social, economic and political fields. In doing so, this chapter proses that children’s learning and teacher identity development in Ghana have to be reimagined for rapid transformation to occur within the pedagogical landscape in early childhood education in Ghana and the whole African region.
Original languageEnglish
Title of host publicationInternational Handbook of Early Childhood Education
EditorsMarilyn Fleer, Bert van Oers
PublisherSpringer
Pages673-705
Number of pages18
Volume1
ISBN (Electronic)9789402409277
ISBN (Print)9789402409253
Publication statusPublished - 2018

Keywords

  • Bourdieu
  • Early childhood
  • Ghana
  • Pedagogy
  • Quality

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