Imported knowledge in indigenous structures: The challenges of Ghanaian youth education

Abstract

Educating youths of a particular nation involves knowledge transmission. Bearing in mind that every geo-physical area is unique in terms of its principles, mechanisms and peculiarities, it is imperative that any process of education that is geared towards resolving human and environmental problems be based on the native cultural values of the people of that particular geo-physical environment. Interestingly, fifty-seven years after Ghana gained independence from British colonisation, this West African nation continues to propagate an educational system whose curriculum is strictly bas ed on British/European values and civilisation. This paper presents empirical observations a rising from the use of imported socio-cultural system in delivering education in Ghana thereby alienating children and youths from the knowledge, values and virtues that define them as a people. The paper draws heavily on ethnographic data in a multidisciplinary mode involving anthropology, political science, postcolonial theories, dance studies, history, philosophy and cultural studies to explore the dichotomy between African indigenous structures and Western cosmopolitan knowledge. The aim is to identify indigenous tools and mate rials that may be used in educating African children and youths to ensure that their future is guaranteed with the