Navigating Educational Paradigms: Examining Challenges and Perspectives of Critical Pedagogy Implementation in Ghanaian Elementary Schools

Abstract Current educational reforms in Africa aim to cultivate problem-solving and critical-thinking skills among early-childhood learners through a democratic educational approach. Ghana's newly adopted standards-based curriculum prioritizes the constructivist theory of learning. However, socio-cultural norms and teachers' perceptions in Ghana may hinder this goal. This study delves into teachers' and pupils' perspectives on implementing critical pedagogy to achieve educational aims. Employing an exploratory case study design, four public elementary schools in Cape Coast were involved, engaging 12 teachers and 20 pupils. Findings indicate teachers' reluctance towards critical pedagogy, viewing it as a challenge to their authority and a potential instigator of disobedience among pupils. Conversely, pupils perceive themselves as lacking the right to critique societal norms due to established conventions. This research offers insights for policymakers to address these challenges.