Do Minoritized Cultures Matter? Ethnicity, Identity, and the Politics of Inclusion in Ghana’s History and Social Studies Curricula

This chapter explores minoritized ethnic and cultural identities’ place in the Ghanaian history and social studies curricula, and the educational policy deficiencies that inform, drive, and accentuate these deficiencies. The history and social studies syllabi in Ghana’s pre-university education system were analysed to understand the breadth of coverage given to the history, cultures, and experiences of ethnically minoritized groups, namely, autochthonous and settler Ghanaian ethnicities. Also, I examine educational policy documents since 1992 showing ways central government policies contribute to the exclusion of ethnic minorities from school history and cultural studies. Analysis revealed that though minority history and stories matter, the Ghanaian curricula and education documents do not privilege non-dominant cultural groups’ histories when advancing broader national narratives in the classroom. Rather, the state has promoted simplistic, single meta-narratives about national history and culture that are detrimental to the cultural experiences of minority ethnicities. Some recommendations for change and improvements are proffered.