Reforming Education in Ghana: A Critique of Gender Reform Policies

Abstract

The paper presents a critique of gender policies in ongoing basic education reforms in Ghana. Reports, articles, policy documents, and textbooks were analysed to unpack conceptual underpinnings and implications for change. While lauding, the reforms for articulating gender concerns explicitly, raising questions on inter-sectionality and proposing curricula review, it was also argued that the stop-gap and deficit approaches to policy framing impeded the structural change necessary for social transformation. Hence, a case was made for the consideration of the Larkin and Staton (1998) transformative equity model, which focuses on questions regarding access, inclusion, climate and empowerment, for confronting the structural impediments.