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Topic

Under The Mango Tree: Decolonizing Education Using Lessons From Ghanaian Schools, Communities, and Museums

Department of Curriculum and Instruction

Date & location

• Thursday, April 2, 2026
• 9:30 A.M.
• Clearihue Building
• Room B007 and Virtual

Reviewers

Supervisory Committee

• Dr. Kathy Sanford, Department of Curriculum and Instruction, ̽��ϵ�� (Supervisor)

• Dr. Bruno de Oliveira Jayme, Department of Curriculum and Instruction, UVic (Member)

• Dr. Ann Stahl, Department of Anthropology, UVic (Outside Member) 

External Examiner

• Dr. Doris Boateng, School of Social Work, Booth University College 

Chair of Oral Examination

• Dr. Nancy Shackelford, School of Environmental Studies, UVic

   

Abstract

Public education systems globally are built on a colonial model that privileges Western knowledge and pedagogy at the cost of local and Indigenous knowledge systems. This dissertation explores how insights from communities, schools, and museums in Ghana can inform the decolonization of public education. Driven by questions regarding how the school system must change to better meet student needs, this research identifies and challenges entrenched colonial structures that prioritize theoretical models over practical and embodied local knowledge systems. The study employs a post-qualitative, rhizomatic methodology, following the encounters, entanglements, and assemblages of learning events that glowed. The key findings are presented through thematic "story vines" that emphasize four transformative shifts: 1) reimagining educational spaces that move beyond rigid colonial structures toward flexible, community-centered learning environments, 2) valuing embodied, experiential learning through examples of traditional practices such as weaving, potting, and glass bead making—which integrate math, science, and history while fostering environmental sustainability and a deep connection to the land, 3) prioritizing and valuing local and Indigenous knowledge in schools, and 4) the need for the co-creation of educational resources between researchers, educators, and local knowledge keepers to replace pervasive deficit models of Africa with narratives of innovation and historical truth. I argue that decolonization requires the dismantling of rigid colonial timetables and disciplinary silos to make space for slow, embodied pedagogy. By thinking locally and working together across disciplines, educators can challenge the colonial system and build a more equitable future rooted in relational accountability, respect, and reciprocity.