Date of Award
8-1-2025
Degree Name
Master of Arts
Department
History
First Advisor
Benti, Getahun
Abstract
The mid-twentieth century marked a watershed in the history of African education. The period saw a movement by African nationalists to liberate education from European colonial rule, particularly in territory known as the Gold Coast, present-day Ghana. Kwame Nkrumah, a leading nationalist who later became the national leader of the country, first articulated a radical departure from colonial policy in Ghana, which became the blueprint for similar structures in other colonial areas across the continent. This study examines the colonial education system established by the British authorities. This system was designed to produce individuals who would assist in British administration, speak English, and perform basic arithmetic. Influenced by Dewey’s broader goals of national development, this study investigates the impact of Dewey on Nkrumah’s philosophy. Nkrumah believed that his system was appropriate for fostering self-determination and sought to create an education system that would cultivate independent thinking, responsibility, and challenge the authority of colonial Indirect Rule. Using archival materials, textbooks, and online articles, the study examines British colonial education in Nkrumah’s post-colonial education policies. Additionally, the study examines the influence of Deweyan thought on Nkrumah’s educational policies, their implementation, and the impact of Nkrumah’s reforms.
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