| dc.description.abstract | This research examines the decolonization of education in Ghana's higher education system. Using a systematic literature review approach, the study analyses the remnant colonial practices actively employed in Ghana's higher education and explores opportunities for decolonizing the curriculum and pedagogy. Drawing on social constructivism and pedagogy theories, the research evaluates approaches to decolonizing higher education in Ghana and proposes initiatives for a glocal paradigm. The study reveals five key themes for decolonization: Language and Curriculum, Knowledge Production and Dissemination, Pedagogy and Teaching Methods, Power Dynamics and Representation, and Resistance and Decolonization. The study also identifies the importance of promoting African knowledge, addressing inequalities, and creating global/glocal perspectives. Moreover, the study highlights five approaches to decolonizing higher education, including incorporating indigenous knowledge systems and local perspectives, centering African scholarship and epistemologies, empowering local educators and researchers, engaging in critical pedagogy and reflexive teaching practices, and collaborative partnerships and knowledge exchange. The study proposes initiatives for a glocal higher education paradigm in Ghana that includes internationalization with local relevance, incorporation of indigenous knowledge systems, engagement in community partnerships, and promotion of experiential learning and internships. The research offers conclusions and recommendations for educators, policymakers, and other stakeholders to foster a decolonized higher education system in Ghana. | en_US |
