Integrating Local Cultural Knowledge as Formal and Informal Education for Young African Learners: A Ghanian Case Study
Bibliographic record
Abstract
This paper is about schooling, education and socialization in Africa with a focus on the pedagogic \nand instructional relevance of local cultural resource knowledge such as the teachings of Indigenous \nproverbs. Using Ghanaian case material, the paper examines how Indigenous cultural knowledges \ninform the education and socialization of youth and suggest ways for rethinking schooling and \neducation in African contexts. Among the teachings of Indigenous proverbs highlighted are \nknowings about self and community, development of self-worth and character, importance of social \ndiscipline and collective social responsibility. The discussion also addresses the challenges of \nintegrating local cultural knowledges as part of the formal education of young learners. Cet article cherche à comprendre les processus de scolarité, d‘éducation et de socialisation en \nAfrique en se concentrant spécialement sur la pédagogie des connaissances culturelles locales telles \nque l‘enseignement des proverbes autochtones. Cet article examine comment les connaissances \nculturelles locales informent l‘éducation et les processus de socialisation des jeunes et suggère de ce \nfait une remise en question de la scolarité et de l‘éducation dans les contextes africains. Parmi les \nproverbes autochtones enseignés, certains font référence au développement personnel du soi et à la \nnotion de communauté, à l‘amour propre et à la dignité, à l‘importance de la discipline sociale et à la \nresponsabilité collective sociale. En conclusion, cet article discute également des défis auxquels il \nfaut faire face quand il est question d‘intégrer les connaissances culturelles locales dans la formation \nofficielle des jeunes apprenants.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.018 | 0.006 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".