Department of Adult Education and Human Resource Studies
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Item Moments Of Dislocation: Reflections on the Colonial Vestiges Embedded in African Higher Education(Africa Education Review, 2023) Amuzu, D.Africans have exhibited tremendous resilience, coping abilities, and strategies to survive in multiple spaces globally despite the tensions and challenges associated with the Euro-colonial enterprise. However, the charge to liberate the African mind remains unabated and requires the unpacking of the complexities of the colonial schema, to advance African agency. The colonial is alive and a lack of scrutiny frustrates an understanding of its nuances and the guises in which it manifests, causing the colonised to perpetuate its plans in ignorance. The article presents selected areas where Africans have been de-centred in consciousness. Termed “moments of dislocation,” these areas are historical, linguistic, inferiorisation of the African being, and journey to the West. Although these themes may not be exhaustive, they offer a path to instigate or sustain conversations about the insidious effects of the colonial, and potentially inculcated into discourses and praxis towards mental liberation. Identifying these disorders contributes to the comprehension of coloniality of knowledge, schooling, power, and being. Through critical African education, these concepts would receive unremitting scrutiny for African agency.Item Online student engagement in times of emergency: Listening to the voices of students(E-Learning and Digital Media, 2022) Addae, D.Abstract The closure of schools and colleges worldwide, as a result of the COVID-19 lockdown and stay-athome protocols, were timely actions given the surge in infection rates. It became immediately necessary for innovative strategies to be put in place to engage students while they remained at home. In Ghana, many traditional universities adopted the use of online learning tools to promote learning amongst their students during this period of uncertainty. In this exploratory case study, I explore the experiences of final year undergraduate students (N = 18) in the University of Ghana with the intention of examining: (1) the various strategies adopted by lecturers to engage students in online learning during this time when they were at home; (2) the challenges the students experienced; and (3) the students’ views on ways of promoting effective student online learning engagement during future emergencies. Three strategies were identified by the students as being used by the lecturers for online learning engagement, namely videoconferencing, use of discussion boards, and use of regular assignments. It was found that the students experienced manifold engagement challenges in online learning including data and network problems, technical difficulties, assessment overload, as well as administrative issues. In order to ensure effective student online learning engagement in future national emergencies, it was suggested that resources such as internet facilities should be made available to students; assessment load should be reduced while interactive and active online learning engagement strategies are prioritized; and administrative support should be offered to students. The study’s findings have significant implications for the planning, design and the implementation of online learning programmes in higher education.Item Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations(Diaspora, Indigenous, and Minority Education, 2022) Raby, R.L.; Legusov, O.; Addae, D.; Martel; Mou, L.; Wood, D.The Sustainable Development Goals link access to higher education, parti cularly for non-traditional populations, as a way to fight poverty and ensure prosperity. This article examines the experiences of several under-researched categories of non-traditional students who attend Community Colleges and Technical Vocational Education and Training (TVET) Colleges in multiple jurisdictions worldwide. The article begins to fill in the gap with comparative data on how these institutions advance equity, diversity, and inclusion through access to higher education. The implications of Community Colleges and TVET are analyzed using the lens of Neo-Liberalism and the Capabilities Narrative. The study extends the scope of the inquiry into the contributions these institutions make to sustainable development. The arti cle uses a comparative multi-case study approach to examine the Community Colleges and TVET Colleges in different jurisdictions worldwide.Item Rastafari and Reggae Music as Tools for Critical Pedagogy in the African Academe(Taylor & Francis Group, 2022) Amuzu, D.Reggae music emerged in the 1960s, an era of intense anti-colonial and anti-imperialist sentiments and struggles. Having originated in Jamaica, a jurisdiction where Africans had been enslaved, the genre has a tradition of social criticisms, especially the depravity that asymmetrical power relations extend to Africans globally. Through its Rastafari influences, reggae offers an avenue for redemptive philosophies and complex frameworks to waken consciousness and to offer identity, pride and dignity. To decolonise knowledge and conscientise the marginalised on the issues that enslave them, this article analyses four reggae songs by three artists to show how the content of some reggae songs can serve as critical literature for critical pedagogy (CP) in the African academe. CP creates the atmosphere for learners to identify the machinations of dominant forces in education and how to nurture agency for liberation. It promotes an association between education and society, arguing against the annexation of higher education by private capital. The ethos of reggae music, Rastafari and CP converge on the interactions between knowledge, authority and power.Item Exploring Coteaching as a Trend in Higher Education(Taylor & Francis Group, 2021) Salifu, I.This qualitative inquiry used the multiple case study and phenomenological designs to explore coteaching experiences of teachers in higher educational institutions. The research utilized the modal purposive and accidental sampling techniques to select five groups of coteachers from five Ghanaian universities. Data obtained via in-depth group interviews and classroom observations were analyzed using content and thematic approaches. The research revealed that the teachers were motivated to accept coteaching responsibility because of the belief that it was an effective practice that met students’ academic needs, and this notion influenced their engagement in coteaching practices described as team teaching and parallel teaching. A low level of commitment was, however, the main challenge confronting the coteachers. The research mainly recommended the use of the two coteaching models for global higher education but suggested that coteachers should have compatible teaching philosophies to perhaps make them more committed to working with one another.Item Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives(Africa Education Review, 2017-09) Asamoah, M.K.; Oheneba-Sakyi, Y.This study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana. (PDF) Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives. Available from: https://www.researchgate.net/publication/319913337_Constructivist_Tenets_Applied_in_ICT-Mediated_Teaching_and_Learning_Higher_Education_Perspectives [accessed Sep 20 2018].