Using Ghanaian proverbs as epistemic resources to redress epistemic injustice: towards the decolonisation of Education in Ghana

Education and curriculum development in Africa have always relied on the epistemological positions of Western philosophers. The overreliance on and reverence for Western philosophers and their ideological positions on knowledge discovery in education has culminated in epistemic injustice. Such reverence undermines the validity and relevance of indigenous knowledge systems in educating the African child. Based on a critical discourse analysis of some Ghanaian proverbs, we argue that embedded in the Ghanaian cultures are several epistemologies that can serve as valuable tools and guiding principles in curriculum development and implementation. We argue that most of the Western epistemologies highly revered in our educational systems are inherently embedded in our indigenous knowledge systems, thus using these epistemologies as philosophical frameworks for curriculum development could serve as a valuable step towards the decolonisation of education in Africa as a whole.