Implementation of Critical Pedagogy in Colleges of Education in Ghana

Purpose: The study highlights the perceived challenges and expectations of the implementation of Critical Pedagogy (CP) in one college of education in Ghana. Injustice and bias have existed in social settings, including educational institutions, over the years. Consequently, staff and students endure suppression biases. Design/Methodology/Approach: The study employed a qualitative research design, employing focus group discussions. From a target population of all academic and managerial staff, fifty-two (52) staff attended a seminar, with forty (40) voluntarily participating in panel group discussion. A thematic analysis approach was employed to analyse the data. Findings: The discussion revealed that ignorance, resistance, staff and student background diversity, curriculum constraints, and assessment demands are among the challenges that impede the implementation of CP. Research Limitation: A sample of one college of education may limit the generalisability of the findings. Practical Implication: Implementing CP has the potential to transform staff and students into reflective teachers for the basic schools. This will consequently produce functionally transformative global teachers to facilitate the standards-based curriculum. Implementing CP in the college offers opportunities to create transformative learning experiences that foster critical thinking in students, ensure institutional harmony, and enhance academic productivity. Social Implication: When teacher trainers ensure that pre-service teachers assume their respective roles in college, they develop functional philosophies around creating an inclusive and reflective classroom. They will, in turn, teach to empower young children to grow and become functional and responsive global citizens. Originality/Value: The study is a novel approach that encourages teacher trainers to recognise the collective impact of CP on students’ liberation and capacity-building initiatives, thereby contributing to justice, equality, and empowerment in schools and society.