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Examining How Equity is Promoted and Experienced in the Ghanaian Classroom

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  • Yaa Serwaa Addai

    (School of Education and Life-Long Learning, University of Education, Winneba-Ghana)

  • Samuel Tatsi

    (School of Education and Life-Long Learning, University of Education, Winneba-Ghana)

Abstract

This research aimed to investigate how teachers promote equity in the classroom and how students experience equity in the classroom in the Akuapem South Municipality of Ghana. The study adopted Freire’s (1970) concept of critical pedagogy as its theoretical framework and employed a qualitative case study approach with purposive sampling of 8 teachers and 16 third-year students from various classrooms in four schools. Data was collected through interviews and observations and analysed using thematic analysis. Findings revealed equity issues within the study schools, with students facing various forms of inequity. Teachers promoted equity mainly by avoiding foul language in the classroom and creating interactive classroom sessions. Recommendations included equity training for teachers and students, counselling support, creating inclusive classrooms, and reducing class sizes to support a more inclusive environment.

Suggested Citation

  • Yaa Serwaa Addai & Samuel Tatsi, 2024. "Examining How Equity is Promoted and Experienced in the Ghanaian Classroom," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 1121-1137, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:1121-1137
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    References listed on IDEAS

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    1. Anlimachie, Moses Ackah & Avoada, Cynthia, 2020. "Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: context and strategies," International Journal of Educational Development, Elsevier, vol. 77(C).
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