A Post-Colonial Analysis of Public Media & Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts
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Resumo
In this paper, we identify storylines relating to mathematics education from Ghanaian and Nigerian media and policy documents. We consider the educational implications of these storylines, with a focus on how students and teachers are positioned. The paper takes a post-colonial turn to examine the historical experiences that are (re)produced by the storylines in mathematics education and society. In this consideration, this paper is guided by the following research questions: 1) what mathematics storylines exist in media and policy documents in Ghana and Nigeria, and 2) What historical experiences are reproduced in these storylines in Ghana and Nigeria? The storylines underpin patterns of discourse, which shape how mathematics is perceived and learned in these countries. The storylines we identified and then elaborated and analysed in the paper include: 'International organizations use results-based financing', 'Mathematics for national growth and development', 'Mathematics as a gatekeeper to STEM', 'The gender gap in mathematics learning can be bridged through interventionary programs', 'Mathematics is abstract and difficult', and 'Instructional practices affect how children learn mathematics--a call for pedagogical shift in math learning'. We hope the identified storylines in these contexts can be used to (re)imagine new positionings and practices in mathematics classrooms and in schools to position African students and youths in asset-based ways.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Science and Mathematics Education
- Ano
- 2026
- Idioma
- en
- Palavras-chave
- Foreign Countries; Mathematics Education; Postcolonialism; Public Policy; News Media; Public Opinion; Literature Reviews; Mass Media Effects
- ISSN
- 1571-0068
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
YARO, Kwesi et al.. A Post-Colonial Analysis of Public Media & Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts. International Journal of Science and Mathematics Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10763-025-10633-z. Acesso em: 5 nov. 2026.
APA
Yaro, K., Wagner, D., Omoregie, A. E., Ntarmah, A. H., & Ajose, C. O. (2026). A Post-Colonial Analysis of Public Media & Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-025-10633-z
BibTeX
@article{yaro2026,
author = {Yaro, Kwesi and Wagner, David and Omoregie, Abiemwense Edokpayi and Ntarmah, Albert Henry and Ajose, Cynthia Ogeleka},
title = {A Post-Colonial Analysis of Public Media \& Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts},
year = {2026},
journal = {International Journal of Science and Mathematics Education},
url = {http://dx.doi.org/10.1007/s10763-025-10633-z},
language = {en}
}RIS
TY - JOUR AU - Yaro, Kwesi AU - Wagner, David AU - Omoregie, Abiemwense Edokpayi AU - Ntarmah, Albert Henry AU - Ajose, Cynthia Ogeleka TI - A Post-Colonial Analysis of Public Media & Policy Representations of Mathematics Education in Ghanaian and Nigerian Contexts PY - 2026 JO - International Journal of Science and Mathematics Education UR - http://dx.doi.org/10.1007/s10763-025-10633-z LA - en ER -
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