Advanced International Journal for Research

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Indigenizing Social Studies: Re-constructing the Social Studies Curriculum in Colleges of Education in Ghana

Author(s) Dr. Sylvester Atibiya, Dr. Abu Tia Jambedu, Dr. Segkulu Lucy
Country Ghana
Abstract This study examined how Indigenous Knowledge Systems (IKS) can be systematically integrated into the Social Studies curriculum of Ghana’s Colleges of Education. Using a qualitative, interpretivist design, data were collected from Social Studies tutors, curriculum officers, teacher trainees, and community elders across five culturally diverse regions. The major finding reveals that IKS is not merely complementary but essential for Social Studies, particularly in the areas of indigenous governance, cultural histories, ecological knowledge, belief systems, and human–nature relationships. Its inclusion enhances identity formation, moral development, and contextual citizenship learning, yet integration remains limited due to misconceptions, inadequate policy support, and tutor capacity gaps.
The study concludes that reconstructing Social Studies through a structured, culturally grounded IKS framework is necessary to align teacher education with Ghanaian sociocultural realities. To achieve this, the study recommends a national, multi-stakeholder curriculum reform initiative that embeds IKS into content, pedagogy, assessment, and policy—supported by capacity-building and formal collaboration with traditional knowledge custodians.
The study contributes a novel, context-specific IKS–Social Studies Integration Framework, providing curriculum developers, policymakers, and Colleges of Education with a practical model for indigenizing teacher education and advancing Ghana’s knowledge decolonization agenda.
Field Sociology
Published In Volume 6, Issue 6, November-December 2025
Published On 2025-12-05
DOI https://doi.org/10.63363/aijfr.2025.v06i06.2294
Short DOI https://doi.org/hbdssg
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