By Mavis Paintsil, Accra
Faculty of Educational Studies, Kwame Nkrumah University of Science and Technology (KNUST), Professor Winston Kwame Abroampa,has emphasized the need to incorporate culturally responsive teaching methods in early grade education curriculum.
This approach, he said, would help learners understand concepts better, as it uses familiar cultural contexts and languages.
Speaking at a stakeholder engagement on a collaborative research project, Prof. Abroampa stressed that culturally responsive teaching practices can improve learning outcomes by incorporating the diverse linguistic and cultural backgrounds of early learners.
The project, titled “The Impact of Culturally Responsive Pedagogies on the Social and Emotional Development of Early Learners in Ghana,” is jointly supported by the Global Partnership for Education Knowledge and Innovation Exchange, the International Development Research Centre, Canada, and implemented by the KNUST-Institute for Rural Development and Innovation Studies.
Prof. Abroampa noted that stakeholders need to be intentional about the content of the curriculum, ensuring teachers are equipped to adapt to it, and providing necessary resources.
He also emphasized the importance of building teachers’ capacities to conduct culturally responsive teaching practices, citing instances where teachers struggled to teach in local languages to learners from diverse backgrounds.
The Ashanti Regional Director of Education, Dr. William Kwame Amankra Appiah, supported Prof. Abroampa’s views, stating that culturally responsive education promotes punctuality, builds learners’ confidence, and enables them to express themselves effectively.
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