Understanding the history of educational reform in Ghana--with a focus on the de-colonialization period through the 21st century--highlights the influence of donor funding. This historical study investigates through a postcolonial lens the power dynamic between international donor organizations and Ghana's leaders and citizens. While donor funding provides necessary school resources, conditions for such funding ignore cultural and economic preferences of Ghana's citizens. Emancipatory education may provide a solution to problematic influences of colonial power, further colonizing pedagogy, and ideology