Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook

Juliana Daniels; Martin Kyiileyang

doi:doi:10.11648/j.ijla.20221006.15

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Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook

Juliana Daniels, Martin Kyiileyang

Published in International Journal of Literature and Arts (Volume 10, Issue 6)

Received: 4 November 2022 Accepted: 21 November 2022 Published: 15 December 2022

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Abstract

The school system is one world of revelation for many children. It is often an ecosphere where many things, good and bad, are learned and unlearned. In Ghana, the average primary school children are between the ages of 11 and 12 and are in their formative years where the binaries of good and evil are established, internalized, and tried. This warrants the investigation into how narratives in school textbooks in Ghana introduce adversarial binaries in terms of gender, age, character, and identity socialization in primary school children. Pivoting on Joseph LeDoux’s theory on consciousness and emotions and through a narrative inquiry where the narratives in the textbooks are the raw data, a selected primary school English textbook for primary six is analyzed to reveal the shades of rivalry and their perceived implications. The narrative structure and the connotations of the narratives are used to predict the stories’ effect on the learner’s perceptions of gender, culture, character, and identity. The study reveals that children’s literature is a veritable research arena because the content of the selected textbooks for school use provides fertile fodder for the possible imbibing of conflictual stereotypes in children during their formative years. It concludes with the need to pay absolute attention to the content of approved school textbooks for children with the view of eliminating untoward adversarial nuances. The study recommends that better scrutiny in selecting textbooks for use in Ghanaian schools to prevent unintended socialization of school children.

Published in	International Journal of Literature and Arts (Volume 10, Issue 6)
DOI	10.11648/j.ijla.20221006.15
Page(s)	368-373
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Socialization, Children’s Literature, Textbook, Pedagogy

References

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Juliana Daniels, Martin Kyiileyang. (2022). Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. International Journal of Literature and Arts, 10(6), 368-373. https://doi.org/10.11648/j.ijla.20221006.15

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Juliana Daniels; Martin Kyiileyang. Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. Int. J. Lit. Arts 2022, 10(6), 368-373. doi: 10.11648/j.ijla.20221006.15

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AMA Style

Juliana Daniels, Martin Kyiileyang. Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. Int J Lit Arts. 2022;10(6):368-373. doi: 10.11648/j.ijla.20221006.15

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@article{10.11648/j.ijla.20221006.15,
  author = {Juliana Daniels and Martin Kyiileyang},
  title = {Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook},
  journal = {International Journal of Literature and Arts},
  volume = {10},
  number = {6},
  pages = {368-373},
  doi = {10.11648/j.ijla.20221006.15},
  url = {https://doi.org/10.11648/j.ijla.20221006.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20221006.15},
  abstract = {The school system is one world of revelation for many children. It is often an ecosphere where many things, good and bad, are learned and unlearned. In Ghana, the average primary school children are between the ages of 11 and 12 and are in their formative years where the binaries of good and evil are established, internalized, and tried. This warrants the investigation into how narratives in school textbooks in Ghana introduce adversarial binaries in terms of gender, age, character, and identity socialization in primary school children. Pivoting on Joseph LeDoux’s theory on consciousness and emotions and through a narrative inquiry where the narratives in the textbooks are the raw data, a selected primary school English textbook for primary six is analyzed to reveal the shades of rivalry and their perceived implications. The narrative structure and the connotations of the narratives are used to predict the stories’ effect on the learner’s perceptions of gender, culture, character, and identity. The study reveals that children’s literature is a veritable research arena because the content of the selected textbooks for school use provides fertile fodder for the possible imbibing of conflictual stereotypes in children during their formative years. It concludes with the need to pay absolute attention to the content of approved school textbooks for children with the view of eliminating untoward adversarial nuances. The study recommends that better scrutiny in selecting textbooks for use in Ghanaian schools to prevent unintended socialization of school children.},
 year = {2022}
}

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TY  - JOUR
T1  - Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook
AU  - Juliana Daniels
AU  - Martin Kyiileyang
Y1  - 2022/12/15
PY  - 2022
N1  - https://doi.org/10.11648/j.ijla.20221006.15
DO  - 10.11648/j.ijla.20221006.15
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 368
EP  - 373
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20221006.15
AB  - The school system is one world of revelation for many children. It is often an ecosphere where many things, good and bad, are learned and unlearned. In Ghana, the average primary school children are between the ages of 11 and 12 and are in their formative years where the binaries of good and evil are established, internalized, and tried. This warrants the investigation into how narratives in school textbooks in Ghana introduce adversarial binaries in terms of gender, age, character, and identity socialization in primary school children. Pivoting on Joseph LeDoux’s theory on consciousness and emotions and through a narrative inquiry where the narratives in the textbooks are the raw data, a selected primary school English textbook for primary six is analyzed to reveal the shades of rivalry and their perceived implications. The narrative structure and the connotations of the narratives are used to predict the stories’ effect on the learner’s perceptions of gender, culture, character, and identity. The study reveals that children’s literature is a veritable research arena because the content of the selected textbooks for school use provides fertile fodder for the possible imbibing of conflictual stereotypes in children during their formative years. It concludes with the need to pay absolute attention to the content of approved school textbooks for children with the view of eliminating untoward adversarial nuances. The study recommends that better scrutiny in selecting textbooks for use in Ghanaian schools to prevent unintended socialization of school children.
VL  - 10
IS  - 6
ER  -

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Author Information

Juliana Daniels

Department of English Education, University of Education, Winneba, Ghana
Martin Kyiileyang

Department of English Education, University of Education, Winneba, Ghana

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Plain Text BibTeX RIS

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Juliana Daniels, Martin Kyiileyang. (2022). Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. International Journal of Literature and Arts, 10(6), 368-373. https://doi.org/10.11648/j.ijla.20221006.15

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ACS Style

Juliana Daniels; Martin Kyiileyang. Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. Int. J. Lit. Arts 2022, 10(6), 368-373. doi: 10.11648/j.ijla.20221006.15

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AMA Style

Juliana Daniels, Martin Kyiileyang. Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook. Int J Lit Arts. 2022;10(6):368-373. doi: 10.11648/j.ijla.20221006.15

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@article{10.11648/j.ijla.20221006.15,
  author = {Juliana Daniels and Martin Kyiileyang},
  title = {Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook},
  journal = {International Journal of Literature and Arts},
  volume = {10},
  number = {6},
  pages = {368-373},
  doi = {10.11648/j.ijla.20221006.15},
  url = {https://doi.org/10.11648/j.ijla.20221006.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20221006.15},
  abstract = {The school system is one world of revelation for many children. It is often an ecosphere where many things, good and bad, are learned and unlearned. In Ghana, the average primary school children are between the ages of 11 and 12 and are in their formative years where the binaries of good and evil are established, internalized, and tried. This warrants the investigation into how narratives in school textbooks in Ghana introduce adversarial binaries in terms of gender, age, character, and identity socialization in primary school children. Pivoting on Joseph LeDoux’s theory on consciousness and emotions and through a narrative inquiry where the narratives in the textbooks are the raw data, a selected primary school English textbook for primary six is analyzed to reveal the shades of rivalry and their perceived implications. The narrative structure and the connotations of the narratives are used to predict the stories’ effect on the learner’s perceptions of gender, culture, character, and identity. The study reveals that children’s literature is a veritable research arena because the content of the selected textbooks for school use provides fertile fodder for the possible imbibing of conflictual stereotypes in children during their formative years. It concludes with the need to pay absolute attention to the content of approved school textbooks for children with the view of eliminating untoward adversarial nuances. The study recommends that better scrutiny in selecting textbooks for use in Ghanaian schools to prevent unintended socialization of school children.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Pedagogy and Socialization: Adversarial Nuances in a Ghanaian English Textbook
AU  - Juliana Daniels
AU  - Martin Kyiileyang
Y1  - 2022/12/15
PY  - 2022
N1  - https://doi.org/10.11648/j.ijla.20221006.15
DO  - 10.11648/j.ijla.20221006.15
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 368
EP  - 373
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.20221006.15
AB  - The school system is one world of revelation for many children. It is often an ecosphere where many things, good and bad, are learned and unlearned. In Ghana, the average primary school children are between the ages of 11 and 12 and are in their formative years where the binaries of good and evil are established, internalized, and tried. This warrants the investigation into how narratives in school textbooks in Ghana introduce adversarial binaries in terms of gender, age, character, and identity socialization in primary school children. Pivoting on Joseph LeDoux’s theory on consciousness and emotions and through a narrative inquiry where the narratives in the textbooks are the raw data, a selected primary school English textbook for primary six is analyzed to reveal the shades of rivalry and their perceived implications. The narrative structure and the connotations of the narratives are used to predict the stories’ effect on the learner’s perceptions of gender, culture, character, and identity. The study reveals that children’s literature is a veritable research arena because the content of the selected textbooks for school use provides fertile fodder for the possible imbibing of conflictual stereotypes in children during their formative years. It concludes with the need to pay absolute attention to the content of approved school textbooks for children with the view of eliminating untoward adversarial nuances. The study recommends that better scrutiny in selecting textbooks for use in Ghanaian schools to prevent unintended socialization of school children.
VL  - 10
IS  - 6
ER  -

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