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      What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

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          Abstract

          A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

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          Journal
          72010448
          International Journal of Development Education and Global Learning
          int j develop educ gobal learn
          UCL IOE Press
          1756-5278
          05 December 2019
          : 11
          : 2
          : 142-158
          Article
          1756-5278(20191205)11:2L.142;1- s2.phd /ioep/ijdegl/2019/00000011/00000002/art00002
          10.18546/IJDEGL.11.2.02
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          International Journal of Development Education and Global Learning
          Volume 11, Issue 2

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