Place-based environmental education in Ghana: a commentary

In this article, I examine Nina Witoszek’s piece on sustainability education in Ghana, published in 2018. Specifically, I analyze aspects of the article by drawing on my personal experience as a Ghanaian, along with relevant literature. I focus on activities related to a place-based approach to environmental education. My commentary conceptualizes place-based environmental education as a form that includes elements of traditional ecological knowledge, outdoor learning, and community engagement. The findings show that Ghanaian students participate in place-based environmental education activities that incorporate stories and narratives, as well as civic and community engagement activities and outdoor learning experiences that are culturally grounded. These activities give students hands-on experiences that promote personal and societal growth as well as environmental conservation. Witoszek used them in sustainability education in Ghana, but I believe they are mainly place-based environmental education activities. The paper also supports adding place-based education into Ghana’s education system while considering the structural and contextual factors that affect how such education can be implemented in Ghana.