GLOBAL CITIZENSHIP EDUCATION: ASSESSING THE CRITICAL DIMENSIONS IN THE SOCIAL STUDIES CURRICULUM OF SENIOR HIGH SCHOOLS IN GHANA

Abstract

This study set out to assess the critical dimensions in Ghana’s Senior High School Social Studies curriculum within a framework of Critical Global Citizenship Education (CGCE). This was done with the aim of identifying opportunities and challenges within the curriculum that could facilitate or hinder introducing critical dimensions into the Social Studies curriculum. To achieve the research objective, the perceptions, understanding and experiences of Social Studies teachers and students on Global Citizenship Education were examined. With an exploratory research design, the study employed predominantly qualitative but also quantitative research methods to collect data through questionnaire survey, interviews and focus group discussions. The primary data was analyzed using SPSS software to generate results in line with themes carved out of the research questions and objectives, whiles secondary data were reviewed and examined for evidence of critical and global dimensions. The findings of the study reveal that the Social Studies curriculum contains at best limited provisions on dimensions of CGCE. These limited provisions are seen in some existing topics in the Social Studies syllabus that relate to the themes of globalization and colonialism as well as some teaching strategies that resonate with Freirean critical pedagogy. Though teachers and students demonstrated an appreciable understanding of the themes of globalization and colonialism, they lacked a coherent understanding of these themes as conceptualized in CGCE. The study recommends a Social Studies curriculum reform that mediates Social Studies syllabus content and teaching methodologies with elements of CGCE as well as the training of Social Studies teachers with critical models of Social Studies education.