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Framing education demand and an ongoing learning crisis, it argues that learning challenges are also teaching challenges and explores how Bilchiinsi—an ethical, communal Dagbaŋ philosophy of dignity and respect—can reshape classroom interactions. The paper addresses what local perspectives, experiences, and practices can transform pedagogy and broader classroom life in Ghana and beyond.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/decolonizing-teaching-and-classroom-experiences-in-africa-the-role-of-bilchiinsi/602298/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/decolonizing-teaching-and-classroom-experiences-in-africa-the-role-of-bilchiinsi/602298.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the paper connect to classroom teaching in sub-Saharan Africa?","Question",{"text":111,"@type":112},"It links the reported learning crisis to teaching itself, arguing that students’ difficulties reflect broader issues in how teaching and classroom experiences are created.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why does the paper question “best practices” from global organizations?",{"text":116,"@type":112},"It asks to what extent these practices are informed by local perspectives and experiences rather than being driven by external, Global North-based expertise.",{"name":118,"@type":109,"acceptedAnswer":119},"How does Bilchiinsi function as an alternative classroom pedagogy?",{"text":120,"@type":112},"Bilchiinsi is presented as a moral/ethical living approach emphasizing dignity and respect in communal interaction, using ethical communal living to shape teaching and classroom interactions.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},602298,1792094428,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},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 3  \nJuly 2025  \nDecolonizing Teaching and Classroom Experiences in Africa: The Role of Bilchiinsi  \nAli Ahmed  \nTexas Tech University, [ahm78145@ttu.edu](ahm78145@ttu.edu)  \nNajat Ahmed  \nS. D. Dombo University of Business and Integrated Development, Ghana, [najahmed23@st.ubids.edu.gh](najahmed23@st.ubids.edu.gh)  \nAmadu Musah Abudu  \nUniversity for Development Studies, Tamale, Ghana, [amadu.abudu@uds.edu.gh](amadu.abudu@uds.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 Junior High, Intermediate, Middle School Education and Teaching Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nAhmed, Ali; Ahmed, Najat; and Abudu, Amadu Musah (2025) \"Decolonizing Teaching and Classroom Experiences in Africa: The Role of Bilchiinsi,\" Educational Considerations: Vol. 50: No. 3. [https://doi.org/](https://doi.org/)[ ](https://doi.org/)10.4148/0146-9282.2449  \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).  \nDecolonizing Teaching and Classroom Experience in Africa: The Role of Bilchiinsi  \nAli Ahmed, Najat Ahmed, and Amadu MusahAbudu  \nThe African continent is home to the world’s youngest population, with 70% of its people under  \nthe age of 30 (Mulikita, 2024) . Projections from the United Nations Department of Economic  \nand Social Affairs indicate that one in every four people in Africa will be a young person by  \n2030 (Wiafe, 2024). These changes in population dynamics—and particularly the increased  \nnumbers of young people—will likely lead to an increase in demand for educational  \nopportunities including but not limited to infrastructure, equipment, and spaces to improve  \naccess. Also, likely to receive attention is the nature and quality of an educational theory, policy, and practice (curriculum, text, and pedagogy), to make them relevant to contemporary standards  \nbut also account for changing times, circumstances, and social realities (Armah, 2017; Dei,  \n2004) . Within this context, what teachers do in their classrooms will come under the microscope.  \nAlready, there is talk of a growing learning crisis in sub-Saharan African classrooms including  \nGhana (Molina et al., 2018; World Bank, 2018) . Students are reportedly failing to acquire basic  \nproficiency in literacy and numeracy even though they spend between four to seven hours in  \nschools and classrooms every day (Bold et al., 2017; Rose & Alcott, 2015) . This deficit discourse  \nof crisis or disaster didacticism, as Schweisfurth (2023) would call it, has been placed squarely  \non the shoulders of teachers. As such, the learning crisis is inherently a teaching crisis (Molina et al., 2018), suggesting a heightened interest in the kind of experiences teachers create for students  \nin their classrooms. The resultant effect is the development of purported best practices by  \n“experts” housed within the offices of Global North-based international organizations, aid  \nagencies, and donor partners for teachers in sub-Saharan Africa to adopt and implement in  \nschools and classrooms (Mitchell, 2023). These so-called best practices are touted as products of  \nextensive review and synthesis of literature in the field of education, teaching, and classroom  \ninteractions (Spink et al., 2017) .  \nYet, as evidence from McLean and Sen (2019) shows,“When a problem is local, locals appear  \nbest placed to address it”(p. 133). Pertinently, ","cbCaiblgDs4sngc5","https://ap.wps.com/l/cbCaiblgDs4sngc5","pdf",361429,16,"English","# Educational Considerations\n## Decolonizing Teaching and Classroom Experiences in Africa: The Role of Bilchiinsi","[{\"question\":\"What problem does the paper connect to classroom teaching in sub-Saharan Africa?\",\"answer\":\"It links the reported learning crisis to teaching itself, arguing that students’ difficulties reflect broader issues in how teaching and classroom experiences are created.\"},{\"question\":\"Why does the paper question “best practices” from global organizations?\",\"answer\":\"It asks to what extent these practices are informed by local perspectives and experiences rather than being driven by external, Global North-based expertise.\"},{\"question\":\"How does Bilchiinsi function as an alternative classroom pedagogy?\",\"answer\":\"Bilchiinsi is presented as a moral/ethical living approach emphasizing dignity and respect in communal interaction, using ethical communal living to shape teaching and classroom interactions.\"}]","Decolonizing Teaching and Classroom Experiences in Africa - The Role of Bilchiinsi | PDF"]