The Contribution of Indigenous Knowledge to the Development and Practices of K-12 School Leadership : A Study of the Akan People of Ghana, West Africa
Bibliographic record
Abstract
There is limited knowledge and understanding of school leadership development and practices beyond the Anglo-western Canadian context. University-based K-12 school leadership programs are not always portable across varied populations in this global world, particularly in rural Indigenous communities in the Global South. This study explored an avenue for generating rural Indigenous Akan knowledge to augment K-12 school leadership practices aimed at enhancing rural Indigenous school children’s educational outcomes. The study focused on two sites utilizing an ethnographic approach undergirded by an Indigenist feminist epistemology. This study explores: a) how local Akan Indigenous leaders use African Indigenous Knowledge (AIK) in children’s education, as demonstrated by their child upbringing norms; b) how Ghana’s K-12 school leadership development program implementers understand African Indigenous Knowledge (AIK) and Indigenous leadership practices, as well as how this understanding influences their work, and; c) how the lack of African Indigenous Knowledge (AIK) in school leadership development impacts K-12 school principal leadership practices, and children’s educational outcomes in Ghanaian Indigenous rural communities. Using the African Akan pedagogical symbol of Sankofa as a representation of anti-colonial theory and post-colonial feminist theory, this study explored the first and second stages of the African Akan Indigenous educational (AIE) leadership practices alongside the Eurocentric colonially bequeathed form of formal K-12 school leadership practices in Ghana. African Indigenist modes of knowledge generation required the utilization of culturally safe research strategies as showcased in the use of the Dwabo and Atsekuw Esoun principles of community data collection and analysis in this African community-based research (ACBR).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".