Citizenship Education and Embodied ways of Knowing: What can be learned from the voices of Ghanaian youth in schooling and education?
Bibliographic record
Abstract
This article examines Ghanaian youth voices about issues of personal and moral character development through the teachings of local embodied ways of knowing.The purpose is with understanding how the role of discipline and the socialization of Ghanaian youth can help with informing what it means to be a responsible citizen.We briefly explore the theoretical and methodological underpinnings of researching moral character development, discipline and the relations to youth and citizenship responsibilities through youth voices.The paper is part of a longitudinal ethnographic project concerning Ghanaian youth, embodied ways of knowing and the implications for decolonization.We argue youth voices show complex understandings of embodied ways of knowing relating to questions of citizenship, discipline, character and belonging in the global context.The paper hence offers insights toward reforms needed in educational delivery (teaching, learning and instruction), as well as values of education to address the complexity 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. Citizenship Education and voices of Ghanaian youthCitizenship education is a global concern for educators and many are working to ensure that schools are welcoming and safe spaces for all learners.Social harmony may be achieved by understanding the myriad issues and dimensions of what constitutes citizenship in diverse educational settings and how embodied learning in particular, when taken up critically, is relevant to enhancing the education of African youth.The bodies of African youth are a place of contiguous histories.Colonially augured by way of
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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".