Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional…

In this paper, we draw on a recent ethnographic study in a rural primary school to illustrate the ways that vestiges of colonialism remain deeply imbricated in contemporary schooling in Ghana. In reference to the history of education, we use evidence from this study to argue that colonial constructions of the African child are reproduced within…