Hands-on STEM in Ghana: Inspiration for Culturally Relevant Pedagogy Globally

Many educators are increasingly seeking culturally relevant pedagogies they can employ to effectively engage their students. In Ghana a substantive set of hands-on STEM content has been created, incorporating locally available materials and cultural approaches while maintaining alignment to the national curricula. Against a backdrop of almost no public primary or junior high schools in the country containing any lab equipment, this approach leverages and celebrates the abundance of what is available within the locality. This challenges narratives of what is considered “good” and recenters power back with those in the classroom. Three sample activities and three firsthand stories are used to depict how this approach enhances academic success, cultural competence, and sociopolitical consciousness among students. Educators should look to their counterparts in Africa for inspiration in developing culturally relevant pedagogies for Black students globally.