Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/6730
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dc.contributor.authorMaskowah, Amy L.-
dc.contributor.authorBosiwah, Lawrence-
dc.date.accessioned2021-12-09T13:45:31Z-
dc.date.available2021-12-09T13:45:31Z-
dc.date.issued2016-
dc.identifier.issn23105496-
dc.identifier.urihttp://hdl.handle.net/123456789/6730-
dc.description19p:, ill.en_US
dc.description.abstractThis ethnographic inquiry examines the cultural congruence between home and school in rural Ghana, exploring the cultural norms of child-rearing practices within families and the institution of schooling. The data illustrate both the agreement between home and school in regard to discipline practices and instruction in morality, while simultaneously highlighting a power differential between home and school. The authors highlight the power dynamics between home and school, and discuss the burden children bear in managing the home–school relationship in rural Ghanaen_US
dc.language.isoenen_US
dc.publisherUniversity of Cape Coasten_US
dc.subjectEducationen_US
dc.subjectHome–school relationshipen_US
dc.subjectSchoolingen_US
dc.subjectPower and schoolingen_US
dc.subjectWest Africaen_US
dc.subjectGlobal educationen_US
dc.subjectGhanaen_US
dc.titleCultural congruence and unbalanced power between home and school in rural Ghana and the impact on school childrenen_US
dc.typeArticleen_US
Appears in Collections:Department of Ghanaian Languages & Linguistics

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