Citizenship Education and Embodied ways of Knowing: What can be learned from the voices of Ghanaian youth in schooling and education?


  • George J. Sefa Dei Ontario Institute for Studies in Education at the University of Toronto
  • Marlon Simmons University of Calgary


Citizenship, Decolonization, Embodiment, Ghanaian-Youth, Moral and Character Education


This article examines Ghanaian youth voices about issues of personal and moral character development through the teachings of local embodied ways of knowing and how such ways of knowing further inform our understanding of discipline and the socialization of Ghanaian youth to become responsible citizens.  We briefly explore the theoretical and methodological underpinnings of researching moral character development, the question of discipline and the relations to youth and citizenship responsibilities through youth voices. We argue youth voices show complex understandings of embodied ways of knowing relating to questions of citizenry, discipline, character, moral, and respect.  The paper hence offers insights toward reforms needed in educational delivery (teaching, learning and instruction), as well as values of education to address the question of youth voice, decolonization, discipline, and embodied ways of knowing, so as to enhance the possibilities of coming to know citizenry, character, moral and community.

Author Biographies

George J. Sefa Dei, Ontario Institute for Studies in Education at the University of Toronto

Marlon Simmons, University of Calgary

Marlon Simmons holds a Ph.D. in Sociology of Education from the Department of Sociology and Equity Studies at the Ontario Institute for Studies in Education, University of Toronto. His current research interests include Diaspora and cultural studies, qualitative research and sociology of education, Marlon is currently an Eyes High Postdoctoral Fellow at the Werklund School of Education, University of Calgary.