Under/misrepresentation of Ghanaian Languages in the Literature Curriculum in Senior High Schools

ABSTRACT

In this paper, I examined how discourses about English and European/Western ways of speaking, doing, and being have been taken up in the literature curriculum and the books students are required to read. I conducted a critical content analysis of both the literature curriculum in addition to required books for students. I found that Ghanaian languages and cultures in the required books are either under-represented or inauthentically represented, even in books written by Ghanaian authors. Because students are also mainly assessed on their ability to recognize literary devices in the books they read, the curriculum fails to encourage students to critically engage with the content they read. In this paper, I argue that because Ghanaian students do not see themselves, their languages, and their own cultures in assigned books, the curriculum—rather than disrupt—reinforces an English language hegemony to the disadvantage of Ghanaian ways of speaking, doing, and being.

KEYWORDS:

• Ghanaian languages
• linguistic hegemony
• literature
• postcolonial education

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No potential conflict of interest was reported by the author.

Additional information

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Edwin Nii Bonney

Edwin Nii Bonney is a doctoral candidate in Educational Leadership and Policy Analysis at the University of Missouri. His research includes recognizing and highlighting the languages, cultures, and experiences of minoritized groups as a way to disrupt hegemonic English language practices and policies, especially in Ghanaian education. He is also currently a researcher as part of the U.S. Department of Education National Professional Development grant in Missouri—Strengthening Equity and Effectiveness for Teachers of English (www.see-tel.org).