Speech norms shaping adult-child discourse in Ghana: A critical pedagogy perspective

Abstract

This study investigates the speech norms shaping adult-child discourse in Ghana, focusing on three tribes: Asante, Dagbani, and Akuapem Kyerepon. The study uncovers pervasive cultural conservatism, where challenging established norms is deemed unacceptable, especially in the context of child-elderly interactions. The study reveals a profound acquiescence effect, wherein children are compelled to accept statements from adults, even if they are aware of inaccuracies. Ageism also plays a significant role, as the culture discriminates against children, restricting their ability to contest and/or oppose the knowledge and opinions of the elderly. The implications of these speech norms on critical pedagogy in schools are explored. It was found that the rare practice of critical pedagogy significantly hindered the development of students' critical thinking and problem-solving skills. Students found it quite challenging in question the validity of knowledge, expressing disagreement with teachers views, and initiating discussions due to deeply ingrained speech norms of the Ghanaian society. These findings underscore the need for a paradigm shift in Ghanaian education to foster critical thinking. This calls for the need for sensitization of teachers and educational policy essential for integrating critical pedagogy effectively.

Keywords

• Ghanaian speech norms
• Critical pedagogy
• Child-adult interaction
• Critical thinking
• Education constraints