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Drawing on prior scholarship, the study highlights constraints in Ghana’s broader curriculum and classroom practices, including rigid delivery, limited dialogue, and a banking model that suppresses critical thinking and critical consciousness. It also considers cultural expectations around childhood and authority, showing how these factors shape implementation challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-pedagogy-in-the-french-language-classroom-in-ghana-challenges-and-perspectives/602296/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-pedagogy-in-the-french-language-classroom-in-ghana-challenges-and-perspectives/602296.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the foundation of critical pedagogy as discussed in the study?","Question",{"text":112,"@type":113},"The article explains that Paulo Freire’s critical pedagogy treats education as a tool for social change and emphasizes empowering students through thought and action.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges does Ghana face in integrating critical pedagogy?",{"text":117,"@type":113},"The text describes rigid curricula and limited classroom discussion and interaction, where students mainly listen, memorize, and repeat, restricting creativity and transformation.",{"name":119,"@type":110,"acceptedAnswer":120},"How do classroom practices in Ghana’s French language lessons affect students?",{"text":121,"@type":113},"The article argues that many French lessons follow a banking model, leaving students passive and seldom engaged in critical thinking or critical consciousness, which limits creativity and development of critical awareness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602296,1792167051,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Educational Considerations  \nVolume 50  \nNumber 3 Exploring African Education, Innovative Solutions, and Diverse Perspectives for a Global Competent Citizenry  \nArticle 8  \nJuly 2025  \nCritical Pedagogy in The French Language Classroom in Ghana: Challenges and Perspectives  \nDoreen Enyonam Esi Yegblemenawo[yenyonam@yahoo.com](yenyonam@yahoo.com)  \nStella Afi Makafui Yegblemenawo  \nKwame Nkrumah University of Science and Technology, Kumasi, Ghana, [samyegblemenawo.cass@knust.edu.gh](samyegblemenawo.cass@knust.edu.gh)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Curriculum and Instruction Commons, and the French Linguistics Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nYegblemenawo, Doreen Enyonam Esi and Yegblemenawo, Stella Afi Makafui (2025) \"Critical Pedagogy in The French Language Classroom in Ghana: Challenges and Perspectives,\" Educational Considerations: Vol. 50: No. 3. [https://doi.org/10.4148/0146-9282.2419](https://doi.org/10.4148/0146-9282.2419)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nCritical Pedagogy in the French Language Classroom in  \nGhana: Challenges and Perspectives  \nDoreen Enyonam Esi Yegblemenawo and Stella Afi Makafui Yegblemenawo  \nIntroduction  \nPaulo Freire’s critical pedagogy positions education as a tool for social change. Nkansah (2021)  \naffirms this view, describing critical pedagogy as “an educational philosophy that seeks to  \nempower students through thought and action.” The philosophy emphasises students’“critical  \nthinking and action, which leads to the transformation of society and conditions of life”(Freire,  \n1968, as cited in Nkansah, 2021, p 161) . In Ghana, however, there appears to be some struggle  \nwith the integration of critical pedagogy. Recent literature suggests that instructional methods of teaching in the country are outdated as they often lack contemporary approaches such as critical consciousness, critical thinking, and problem posing, all of which are rooted in critical pedagogy.  \nIt is therefore not surprising that Nkansah (2021) characterises the instructional delivery methods  \nin Ghana as “rigid curricula with little or no classroom discussions and interaction”(2021, p.  \n160) . According to her,“These practices restrict creativity and transformation as students are  \nseparated from inquiry and only perform the role of listening, memorising, and repeating the  \nthoughts and ideas teachers narrate. Students lack exposure to learning environments that are  \nconducive to cultivating critical thinking skills and developing critical consciousness”(Nkansah,  \n2021, p. 160). This is a cause for concern, as fostering critical consciousness in education is  \nessential for empowering citizens to drive positive change and make a lasting impact.  \nThis challenge also extends to language learning in Ghana. In their study,“Exploring  \nSpontaneous Communication in the Language Classroom,” Yegblemenawo & Yegblemenawo  \n(2018) observed that many French language lessons in selected senior high schools in Ghana  \nrelied heavily on what Freire describes as the banking model of education. Students were largely  \npassive and seldom engaged in any form of critical thinking or critical consciousness. Lomotey  \n(2021) reinforces this observation stating that “Students in most schools in Ghana are only  \nexpected to reproduce but not engage the teacher and other colleagues in any dialogue”  \n(Lomotey 2021, p. 20). In this system, students are seen as passive receivers of information, as  \nthe teacher is perceived as the master of all knowledg","cbCaie21RNkAQs70","https://ap.wps.com/l/cbCaie21RNkAQs70","pdf",361757,13,"English","# Introduction\n## Critical pedagogy and social transformation\n## Challenges in Ghana’s instructional delivery\n## Implications for language learning in French","[{\"question\":\"What is the foundation of critical pedagogy as discussed in the study?\",\"answer\":\"The article explains that Paulo Freire’s critical pedagogy treats education as a tool for social change and emphasizes empowering students through thought and action.\"},{\"question\":\"What challenges does Ghana face in integrating critical pedagogy?\",\"answer\":\"The text describes rigid curricula and limited classroom discussion and interaction, where students mainly listen, memorize, and repeat, restricting creativity and transformation.\"},{\"question\":\"How do classroom practices in Ghana’s French language lessons affect students?\",\"answer\":\"The article argues that many French lessons follow a banking model, leaving students passive and seldom engaged in critical thinking or critical consciousness, which limits creativity and development of critical awareness.\"}]","Critical Pedagogy in The French Language Classroom in Ghana - Challenges and Perspectives | PDF",1792094422,33]