Imagined communities: Reflections on the origin and spread of nationalism

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

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Can the Subaltern Speak

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Teaching to Transgress: Education as the Practice of Freedom

Citizen and Subject: Contemporary Africa and the legacy of late colonialism

This paper examines the issue of school dropout in six communities in the Savelugu‐Nanton District in the Northern Region of Ghana. The study focused on 89 children (64 boys and 25 girls) aged 7–16 years, who had dropped out of school. A snowballing sampling method was employed to recruit participants to the study. Two researchers interviewed the children using semi‐structured interview schedules over a period of three weeks. School dropouts were asked to tell their own stories about their schooling experiences and the factors which led to them leaving school. From their accounts dropping out of school appears to be the result of a series of events involving a range of interrelated factors, rather than a single factor. The complex nature of the processes leading to dropout demands input from various actors (i.e. teachers, head teachers, parent‐teacher associations, school management committees and community members) to detect and address at‐risk factors early in order to reduce the likelihood of dropout.

Mapping the incidence of school dropouts: a case study of communities in Northern Ghana

This paper explores issues emerging from the authors’ experiences of collaborative research in Ghana, by researchers from a Ghanaian and a British university. The text emerges from discussions between partners and in retrospective reflection on the research process. It is constructed by bringing together personal accounts of the different authors in which their identities shift and are reconstructed in the process of the research. Multiple perspectives across gender, nationality and institutional context create three fault lines to disturb the research process: the initiation of the research, the methodological engagement of the team with each other and the subjects, and the way these are played out in practical issues. The paper explores the problems created by the instabilities created but suggests that they open up spaces for decolonizing research.

Exploring the Fault Lines of Cross-cultural Collaborative Research,

What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries.

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What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a sample of first- and final-year women from the Departments of Sociology and Basic Education in one of the oldest public universities in the southern part of Ghana. The women students found academic work difficult and made reference to gaps in terms of their knowledge deficit, unfamiliar courses and teaching methods. Recommendations from the study include the formulation of an institutional policy on mature women stud...

https://journals.sagepub.com/doi/pdf/10.2304/rcie.2011.6.4.400

Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It us...

https://journals.sagepub.com/doi/pdf/10.1177/2158244018807619

Christine Adu-Yeboah

Papers

Mapping the incidence of school dropouts: a case study of communities in Northern Ghana

Exploring the Fault Lines of Cross-cultural Collaborative Research,

What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?

Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women

Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana: