Cultural congruence and unbalanced power between home and school in rural Ghana and the impact on school children

dc.contributor.author	Maskowah, Amy L.
dc.contributor.author	Bosiwah, Lawrence
dc.date.accessioned	2021-12-09T13:45:31Z
dc.date.available	2021-12-09T13:45:31Z
dc.date.issued	2016
dc.identifier.issn	23105496
dc.identifier.uri	http://hdl.handle.net/123456789/6730
dc.description	19p:, ill.	en_US
dc.description.abstract	This 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 Ghana	en_US
dc.language.iso	en	en_US
dc.publisher	University of Cape Coast	en_US
dc.subject	Education	en_US
dc.subject	Home–school relationship	en_US
dc.subject	Schooling	en_US
dc.subject	Power and schooling	en_US
dc.subject	West Africa	en_US
dc.subject	Global education	en_US
dc.subject	Ghana	en_US
dc.title	Cultural congruence and unbalanced power between home and school in rural Ghana and the impact on school children	en_US
dc.type	Article	en_US