Ghanaian college teachers’ experiences and perceptions of traditional environmental beliefs and practices: Implications for environmental education

Abstract

In recent years, there has been a call for the retrieval of indigenous knowledge systems relating to the environment to help provide solutions to current environmental problems. Using phenomenological research design, this study explored Ghanaian college teachers’ experiences and perceptions of indigenous environmental beliefs and practices and how these influence their role as environmental educators. Findings from analysis of interviews conducted indicate that some teachers are influenced by indigenous beliefs and practices that promote environmental sustainability and these influence their pedagogical practices. We recommend that training of teachers should explore their personal values, attitudes and behavior toward the environment and environmental education to promote effective teaching practices.

Keywords:

• environmental education
• indigenous environmental beliefs and practices
• critical sankofaism
• habitus
• indigenous knowledge systems
• teacher education

Limitations

The ability to reflect on experiences and accurately recount them could have been a limiting factor. Some nuances which could change the interpretation of experiences may not have been accounted for. However, this limitation holds true in quantitative research as well. This can occur when participants have to think or recall so as to place a numerical value on statements or translate their thoughts or experiences into numerical language. It should suffice, then, that participants can recount their experiences and state perceptions they hold about the subject under consideration. Another limiting factor is that the study could have benefited from classroom observations. This could have independently verified some of the claims of how participants’ experiences influence their practice. Nonetheless, the focus of the study was to explore the essence of participants’ experiences, which, for all intents and purposes, cannot be observed as it is based on how the individual experienced and interpreted the phenomenon under study.

Disclosure statement

No potential conflict of interest was reported by the author(s).