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Select Book Chapters by George Dei

The Palgrave Handbook of African Education and Indigenous Knowledge. Palgrave Macmillan, Cham. , 2020

This chapter investigates Afrocentric teaching and learning in Western classrooms, situating curr... more This chapter investigates Afrocentric teaching and learning in Western classrooms, situating current efforts and offerings within a wider historical trajectory of struggle for equity for African-descended peoples in the United States of America (USA) and Canada. Many activists, scholars, and groups have long understood the importance of building awareness among African peoples of the ways in which racism, Eurocentricity, and race power work in order to resist the white supremacy facing Africans in the Diaspora. This chapter offers an introductory historical overview of the practices, literature, and movements surrounding Afrocentric teaching and learning in the USA and Canada, as well as an introduction to Afrocentric philosophy in an attempt to provide a scholarly context for contemporary debates about African-centered education. It concludes with a discussion of the challenges of its implementation in schooling contexts.

Papers by George Dei

Reframing Blackness and Black Solidarities through Anti-colonial and Decolonial Prisms, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Critical Studies of Education, 2022

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Handbook of Indigenous Education, 2019

Ethnic and Cultural Dimensions of Knowledge, 2016

The author examines research on schooling and how the prism of Indigeneity and anticolonial thoug... more The author examines research on schooling and how the prism of Indigeneity and anticolonial thought help re-envision schooling and education for youth. The chapter focuses on narratives of Canadian youth, parents, and educators from diverse racial and ethnic backgrounds as they speak about the school system. The relevance and implications of their voices are highlighted as legitimate sources of cultural resource knowledge that inform teaching, learning, and the administration of education. In the discussion the local ways of knowing among young learners, minority parents, and educators stand at the center of theorizing and seeking ways to improve schools in response to the needs and concerns of a diverse body politic. The author affirms there is much to learn from the ways in which oppressed bodies relegated to the status of racial minorities eventually claim a sense of intellectual and discursive agency as well as ownership and responsibility for their knowledge about everyday schooling.

Decolonization Indigeneity Education Society, Sep 8, 2012

This paper addresses some serious questions in the discussions around Black/African diasporic edu... more This paper addresses some serious questions in the discussions around Black/African diasporic education: As African scholars how do we begin to pioneer new analytical systems for understanding our local/Indigenous communities and what are the challenges we are likely to be faced with? What are the intellectual and political merits of developing and promoting our own "home grown Indigenous perspectives steeped in culture-specific paradigms" (Yankah, 2004, p. 26) in the Western academy? This is an opportunity and a challenge in the struggle to save myself/ourselves from becoming "intellectual imposter[s]", simply good at mimicking dominant theories and knowledges (Nyamnjoh, 2012) in the [Western] academy. We need to replace our 'cultural estrangement' with a 'cultural engagement' in the pursuit and promotion of African/Black education in Diasporic contexts. For African learners we need develop theoretical prisms or perspectives that are able to account for our lived experiences and our relationality with other learners, prisms rooted in our cultures, histories and heritage. I intervene in the discussion through transgressive pedagogies, by way of Indigenous epistemologies, to seek different ways for educational transformation for all learners. I borrow the ideas of pioneering Black/African scholars like W.E.B. Du Bois and Franz Fanon as I articulate an 'Indigenist anticolonial' framework for understanding issues of Black/African education for the 'global good'. I use my long standing work in the Canadian school system to ground issues in the discussion. Nyamnyoh (2012) notes, in writing about the Diasporic encounter, that as those who move and/or are forced to move, we cannot position ourselves simply in relation to those we meet on 'Heritage knowledge' for promoting Black/African education 103 the journey. We must stake out our own discursive and political positions. We must be true to our authentic selves as African subjects of knowing.

Africa Development a Quarterly Journal of Codesria, 1994

Africa Development a Quarterly Journal of Codesria, 1987

Africa Development a Quarterly Journal of Codesria, 1990

Explorations of Educational Purpose, 2013

This chapter amplifies the necessity of educational research to come to understand the everyday m... more This chapter amplifies the necessity of educational research to come to understand the everyday moments of oppression by asking how we can rehumanize research and policy endeavors. Situating the discussion in the author’s experiences in collaborating to open up an African-centered school in Toronto, the chapter urges research and policy to be grounded in the communities most affected by the knowledge production of research and the decisions made in policy. In these ways, the chapter challenges the status quo foundations that support hierarchies of difference, which divide our communities and encourage asymmetrical access to power and privilege, by amplifying the counter-hegemonic possibilities of anti-racism education.

International Journal of Educational Development, 2004

This paper is based on findings of a longitudinal study examining the broader systemic and struct... more This paper is based on findings of a longitudinal study examining the broader systemic and structural processes of schooling for local youth in Ghana. Specifically, the paper examines how Ghanaian schools address the question of difference and diversity within the student population. Particular focus is on ethnicity and gender as sites of difference. The paper highlights educators and students' experiences and understandings of ethnicity and gender as sites of difference and the implication for schooling and education. The discussion draws from individual interviews done with Ghanaian high school students and college educators during the research in the 2000-2001 and 2001-2002 academic years. The author teases out local perspectives on the importance and relevance of ethnicity, gender and social difference as they relate to schooling and educational experiences. It is argued that if inclusive schooling is to be taken seriously in the Ghanaian contexts, then educators and students must examine and respond to ways ethnicity, gender and other forms of social difference implicate the wider educational experience for youth.

Explorations of Educational Purpose, 2013

Politics of Anti-Racism Education is a book that engages the tough questions of anti-racism pract... more Politics of Anti-Racism Education is a book that engages the tough questions of anti-racism practice: How do we recognize anti-racism when there is no prescription or recipe for transformative practices? How does anti-racism resist the imperial divisive practices at various sites of difference while simultaneously amplifying the saliency of race? How do anti-racism educators challenge and support each other to do the ongoing work of anti-racism to guard our work from being consumed by hegemonic status quo agendas? What does it mean to name that which is incommensurable – experiences of race and racism? These are among some of the questions the contributors in this book engaged both in dialogue in the classroom, as well as in the chapters presented here. In sharing our stories as framed through the counter-narrative of anti-racism, our purpose is threefold: to hold anti-racism policies, practices, and theorists accountable to the necessity for transformation in anti-racism work; to contribute to a community for those who want to do the tough work of anti-racism education; and to challenge the urge among those who want to move beyond questions of race to reconsider dismissing racism as a thing of the past. We argue that there is a need to retool anti-racism and challenge the epistemological gatekeepers who want us to confine anti-racism discourse to the trash bins of history. This book pursues a crucial search for strategies for engaging a critical anti-racism education for transformative learning. Contributors in this collection generate important enquiries into the praxis of anti-racism education, working through conversations, contestations, and emotions as present(ed) and live(d) in a year long graduate course, The Principles of Anti-Racism Education. The chapters present multiple journeys – journeys of decolonization – of those who are coming into a critical anti-racism praxis; they speak to the politics of anti-racism education as a dialectic of struggles and desires for transgressive learning spaces that are open to difference. Writing from various subject locations, authors come to engage anti-racism education in the discursive fields of Policy and Curriculum; Media Representations; Ally-ship, Coalition Building, and Representation; and Autoethnography. Throughout the collection, contemporary educational issues are situated within personal, political, historical, and philosophical conversations in relation to the challenges and possibilities for students, educators, staff, administrators, policy makers, and community members to engage in critical anti-racism work.

Learning, Culture, Spirituality and Local Knowedge: Implications for African Schooling)-Using a G... more Learning, Culture, Spirituality and Local Knowedge: Implications for African Schooling)-Using a Ghanaian case study, this paper looks at the relevance and implications of local knowledge, culture and spirituality for understanding and implementing educational change in Africa. It examines how teachers, educators, and students use local cultural knowledge about self, personhood and community. Among the critical issues raised are: How do subjects understand the nature, impact and implications of spirituality for schooling and education? What is the role of spirituality, culture, language and social politics in knowledge production? What contribution does the local cultural knowledge base make to the search for genuine educational options in Africa? Zusammenfassung Lernen, Kultur, Spiritualität und lokales Wissen: Auswirkungen auf das afrikanische Schulsystem)-Am Beispiel einer ghanaischen Fallstudie betrachtet der Autor dieses Artikels die Relevanz und Auswirkung lokalen Wissens, Kultur und Spiritualität auf das Verständnis und die Einführung eines Wandels im Bildungswesen. Er untersucht, in wie weit Lehrer, Erzieher und Schüler lokales kulturelles Wissen über ihr Selbst, ihre Persönlichkeit und die Gemeinde anwenden. Zu den kritischen angesprochenen Themen gehören: Wie verstehen Individuen die Natur, den Einfluss und die Auswirkungen von Spiritualität auf das Schulwesen und die Bildung? Wie sieht die Rolle der Spiritualität, Kultur, Sprache und Sozialpolitik bei der Produktion von Wissen aus? Wie trägt die lokale kulturelle Wissensbasis zur Suche nach wahren Bildungsoptionen in Afrika bei? Résumé (Apprentissage, culture, spiritualité et savoir traditionnel: conséquences sur l'enseignement scolaire en Afrique)-À l'appui d'une étude de cas effectuée au Ghana, l'auteur examine la portée et les implications du savoir traditionnel, de la culture et de la spiritualité sur la conception et la mise en oeuvre d'une réforme éducative en Afrique. Il étudie la façon dont enseignants, éducateurs et écoliers utilisent le savoir culturel local relatif à l'individu, la personnalité et la communauté. Il pose des questions fondamentales telles que: Comment les sujets conçoivent-ils la nature, l'impact et les conséquences de la spiritualité sur la scolarité et l'éducation? Quel est

Comparative and Global Pedagogies

This chapter examines equity and democratic education in Ghana, focussing on the practice and ped... more This chapter examines equity and democratic education in Ghana, focussing on the practice and pedagogy of [social] difference. It is based on the findings of a longi-tudinal study in selected Ghanaian schools, colleges and universities, in which stu-dents, educators, school ...

Singapore Journal of Tropical Geography, 1994

Journal of Black Studies, 1998

The" development" obituary has been written if not already read (see also Sachs... more The" development" obituary has been written if not already read (see also Sachs, 1992). The valorization of international development is today justifiably replaced with the pillorization of socalled development. In fact, it does not require any great sense of intellectual imagination to accede that international development as we'have all come to know and understand has met with disappointment in Africa. Today, the euphoria of international development has worn thin in the minds of many local peoples. This is, in part, because so-called ...

Journal of Black Studies, 2007

Punctuated with terms such as at risk, dropout, and disadvantaged, Western educational discourse ... more Punctuated with terms such as at risk, dropout, and disadvantaged, Western educational discourse is replete with euphemisms for the reasons that Black youth underachieve or fail in school. This article highlights some of the contemporary developments in Ontario, Canada, focusing on issues of African Canadian education. Pertinent issues of sociological and historical relevance are discussed, with implications for education in the contemporary schooling context. Education must cultivate a sense of identity within culture and community, while working with ancestral cultural knowledge retentions. This calls for a revisioning of the educational system in public schools so as to (a) introduce a more effective method of teaching diverse youth, (b) create spaces where the needs of the most disadvantaged are seriously and concretely addressed (and not glossed over), (c) promote schools with strong ties to the community, and (d) help learners build their self-, collective, and cultural identi...

Ecology of Food and Nutrition, 1990

... Since most of the cultivated crops are annuals, farm plots are prepared afresh every year usi... more ... Since most of the cultivated crops are annuals, farm plots are prepared afresh every year using the traditional farm implements of sekan (cutlass or ... Actual farming activities get under way during the early months of the new year (January-March), with the selection of a site and ...

Ecology of Food and Nutrition, 1991

... Photocopying permitted by license only THE DIETARY HABITS OF A GHANAIAN FARMING COMMUNITY GEO... more ... Photocopying permitted by license only THE DIETARY HABITS OF A GHANAIAN FARMING COMMUNITY GEORGE JS DEI Department of Sociology and Anthropology and Institute for International and Developmental Studies, University of Windsor, Windsor, Ontario, Canada. ...

The Palgrave Handbook of African Education and Indigenous Knowledge. Palgrave Macmillan, Cham. , 2020

This chapter investigates Afrocentric teaching and learning in Western classrooms, situating curr... more This chapter investigates Afrocentric teaching and learning in Western classrooms, situating current efforts and offerings within a wider historical trajectory of struggle for equity for African-descended peoples in the United States of America (USA) and Canada. Many activists, scholars, and groups have long understood the importance of building awareness among African peoples of the ways in which racism, Eurocentricity, and race power work in order to resist the white supremacy facing Africans in the Diaspora. This chapter offers an introductory historical overview of the practices, literature, and movements surrounding Afrocentric teaching and learning in the USA and Canada, as well as an introduction to Afrocentric philosophy in an attempt to provide a scholarly context for contemporary debates about African-centered education. It concludes with a discussion of the challenges of its implementation in schooling contexts.

Reframing Blackness and Black Solidarities through Anti-colonial and Decolonial Prisms, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Critical Studies of Education, 2022

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Handbook of Indigenous Education, 2019

Ethnic and Cultural Dimensions of Knowledge, 2016

The author examines research on schooling and how the prism of Indigeneity and anticolonial thoug... more The author examines research on schooling and how the prism of Indigeneity and anticolonial thought help re-envision schooling and education for youth. The chapter focuses on narratives of Canadian youth, parents, and educators from diverse racial and ethnic backgrounds as they speak about the school system. The relevance and implications of their voices are highlighted as legitimate sources of cultural resource knowledge that inform teaching, learning, and the administration of education. In the discussion the local ways of knowing among young learners, minority parents, and educators stand at the center of theorizing and seeking ways to improve schools in response to the needs and concerns of a diverse body politic. The author affirms there is much to learn from the ways in which oppressed bodies relegated to the status of racial minorities eventually claim a sense of intellectual and discursive agency as well as ownership and responsibility for their knowledge about everyday schooling.

Decolonization Indigeneity Education Society, Sep 8, 2012

This paper addresses some serious questions in the discussions around Black/African diasporic edu... more This paper addresses some serious questions in the discussions around Black/African diasporic education: As African scholars how do we begin to pioneer new analytical systems for understanding our local/Indigenous communities and what are the challenges we are likely to be faced with? What are the intellectual and political merits of developing and promoting our own "home grown Indigenous perspectives steeped in culture-specific paradigms" (Yankah, 2004, p. 26) in the Western academy? This is an opportunity and a challenge in the struggle to save myself/ourselves from becoming "intellectual imposter[s]", simply good at mimicking dominant theories and knowledges (Nyamnjoh, 2012) in the [Western] academy. We need to replace our 'cultural estrangement' with a 'cultural engagement' in the pursuit and promotion of African/Black education in Diasporic contexts. For African learners we need develop theoretical prisms or perspectives that are able to account for our lived experiences and our relationality with other learners, prisms rooted in our cultures, histories and heritage. I intervene in the discussion through transgressive pedagogies, by way of Indigenous epistemologies, to seek different ways for educational transformation for all learners. I borrow the ideas of pioneering Black/African scholars like W.E.B. Du Bois and Franz Fanon as I articulate an 'Indigenist anticolonial' framework for understanding issues of Black/African education for the 'global good'. I use my long standing work in the Canadian school system to ground issues in the discussion. Nyamnyoh (2012) notes, in writing about the Diasporic encounter, that as those who move and/or are forced to move, we cannot position ourselves simply in relation to those we meet on 'Heritage knowledge' for promoting Black/African education 103 the journey. We must stake out our own discursive and political positions. We must be true to our authentic selves as African subjects of knowing.

Africa Development a Quarterly Journal of Codesria, 1994

Africa Development a Quarterly Journal of Codesria, 1987

Africa Development a Quarterly Journal of Codesria, 1990

Explorations of Educational Purpose, 2013

This chapter amplifies the necessity of educational research to come to understand the everyday m... more This chapter amplifies the necessity of educational research to come to understand the everyday moments of oppression by asking how we can rehumanize research and policy endeavors. Situating the discussion in the author’s experiences in collaborating to open up an African-centered school in Toronto, the chapter urges research and policy to be grounded in the communities most affected by the knowledge production of research and the decisions made in policy. In these ways, the chapter challenges the status quo foundations that support hierarchies of difference, which divide our communities and encourage asymmetrical access to power and privilege, by amplifying the counter-hegemonic possibilities of anti-racism education.

International Journal of Educational Development, 2004

This paper is based on findings of a longitudinal study examining the broader systemic and struct... more This paper is based on findings of a longitudinal study examining the broader systemic and structural processes of schooling for local youth in Ghana. Specifically, the paper examines how Ghanaian schools address the question of difference and diversity within the student population. Particular focus is on ethnicity and gender as sites of difference. The paper highlights educators and students' experiences and understandings of ethnicity and gender as sites of difference and the implication for schooling and education. The discussion draws from individual interviews done with Ghanaian high school students and college educators during the research in the 2000-2001 and 2001-2002 academic years. The author teases out local perspectives on the importance and relevance of ethnicity, gender and social difference as they relate to schooling and educational experiences. It is argued that if inclusive schooling is to be taken seriously in the Ghanaian contexts, then educators and students must examine and respond to ways ethnicity, gender and other forms of social difference implicate the wider educational experience for youth.

Explorations of Educational Purpose, 2013

Politics of Anti-Racism Education is a book that engages the tough questions of anti-racism pract... more Politics of Anti-Racism Education is a book that engages the tough questions of anti-racism practice: How do we recognize anti-racism when there is no prescription or recipe for transformative practices? How does anti-racism resist the imperial divisive practices at various sites of difference while simultaneously amplifying the saliency of race? How do anti-racism educators challenge and support each other to do the ongoing work of anti-racism to guard our work from being consumed by hegemonic status quo agendas? What does it mean to name that which is incommensurable – experiences of race and racism? These are among some of the questions the contributors in this book engaged both in dialogue in the classroom, as well as in the chapters presented here. In sharing our stories as framed through the counter-narrative of anti-racism, our purpose is threefold: to hold anti-racism policies, practices, and theorists accountable to the necessity for transformation in anti-racism work; to contribute to a community for those who want to do the tough work of anti-racism education; and to challenge the urge among those who want to move beyond questions of race to reconsider dismissing racism as a thing of the past. We argue that there is a need to retool anti-racism and challenge the epistemological gatekeepers who want us to confine anti-racism discourse to the trash bins of history. This book pursues a crucial search for strategies for engaging a critical anti-racism education for transformative learning. Contributors in this collection generate important enquiries into the praxis of anti-racism education, working through conversations, contestations, and emotions as present(ed) and live(d) in a year long graduate course, The Principles of Anti-Racism Education. The chapters present multiple journeys – journeys of decolonization – of those who are coming into a critical anti-racism praxis; they speak to the politics of anti-racism education as a dialectic of struggles and desires for transgressive learning spaces that are open to difference. Writing from various subject locations, authors come to engage anti-racism education in the discursive fields of Policy and Curriculum; Media Representations; Ally-ship, Coalition Building, and Representation; and Autoethnography. Throughout the collection, contemporary educational issues are situated within personal, political, historical, and philosophical conversations in relation to the challenges and possibilities for students, educators, staff, administrators, policy makers, and community members to engage in critical anti-racism work.

Learning, Culture, Spirituality and Local Knowedge: Implications for African Schooling)-Using a G... more Learning, Culture, Spirituality and Local Knowedge: Implications for African Schooling)-Using a Ghanaian case study, this paper looks at the relevance and implications of local knowledge, culture and spirituality for understanding and implementing educational change in Africa. It examines how teachers, educators, and students use local cultural knowledge about self, personhood and community. Among the critical issues raised are: How do subjects understand the nature, impact and implications of spirituality for schooling and education? What is the role of spirituality, culture, language and social politics in knowledge production? What contribution does the local cultural knowledge base make to the search for genuine educational options in Africa? Zusammenfassung Lernen, Kultur, Spiritualität und lokales Wissen: Auswirkungen auf das afrikanische Schulsystem)-Am Beispiel einer ghanaischen Fallstudie betrachtet der Autor dieses Artikels die Relevanz und Auswirkung lokalen Wissens, Kultur und Spiritualität auf das Verständnis und die Einführung eines Wandels im Bildungswesen. Er untersucht, in wie weit Lehrer, Erzieher und Schüler lokales kulturelles Wissen über ihr Selbst, ihre Persönlichkeit und die Gemeinde anwenden. Zu den kritischen angesprochenen Themen gehören: Wie verstehen Individuen die Natur, den Einfluss und die Auswirkungen von Spiritualität auf das Schulwesen und die Bildung? Wie sieht die Rolle der Spiritualität, Kultur, Sprache und Sozialpolitik bei der Produktion von Wissen aus? Wie trägt die lokale kulturelle Wissensbasis zur Suche nach wahren Bildungsoptionen in Afrika bei? Résumé (Apprentissage, culture, spiritualité et savoir traditionnel: conséquences sur l'enseignement scolaire en Afrique)-À l'appui d'une étude de cas effectuée au Ghana, l'auteur examine la portée et les implications du savoir traditionnel, de la culture et de la spiritualité sur la conception et la mise en oeuvre d'une réforme éducative en Afrique. Il étudie la façon dont enseignants, éducateurs et écoliers utilisent le savoir culturel local relatif à l'individu, la personnalité et la communauté. Il pose des questions fondamentales telles que: Comment les sujets conçoivent-ils la nature, l'impact et les conséquences de la spiritualité sur la scolarité et l'éducation? Quel est

Comparative and Global Pedagogies

This chapter examines equity and democratic education in Ghana, focussing on the practice and ped... more This chapter examines equity and democratic education in Ghana, focussing on the practice and pedagogy of [social] difference. It is based on the findings of a longi-tudinal study in selected Ghanaian schools, colleges and universities, in which stu-dents, educators, school ...

Singapore Journal of Tropical Geography, 1994

Journal of Black Studies, 1998

The" development" obituary has been written if not already read (see also Sachs... more The" development" obituary has been written if not already read (see also Sachs, 1992). The valorization of international development is today justifiably replaced with the pillorization of socalled development. In fact, it does not require any great sense of intellectual imagination to accede that international development as we'have all come to know and understand has met with disappointment in Africa. Today, the euphoria of international development has worn thin in the minds of many local peoples. This is, in part, because so-called ...

Journal of Black Studies, 2007

Punctuated with terms such as at risk, dropout, and disadvantaged, Western educational discourse ... more Punctuated with terms such as at risk, dropout, and disadvantaged, Western educational discourse is replete with euphemisms for the reasons that Black youth underachieve or fail in school. This article highlights some of the contemporary developments in Ontario, Canada, focusing on issues of African Canadian education. Pertinent issues of sociological and historical relevance are discussed, with implications for education in the contemporary schooling context. Education must cultivate a sense of identity within culture and community, while working with ancestral cultural knowledge retentions. This calls for a revisioning of the educational system in public schools so as to (a) introduce a more effective method of teaching diverse youth, (b) create spaces where the needs of the most disadvantaged are seriously and concretely addressed (and not glossed over), (c) promote schools with strong ties to the community, and (d) help learners build their self-, collective, and cultural identi...

Ecology of Food and Nutrition, 1990

... Since most of the cultivated crops are annuals, farm plots are prepared afresh every year usi... more ... Since most of the cultivated crops are annuals, farm plots are prepared afresh every year using the traditional farm implements of sekan (cutlass or ... Actual farming activities get under way during the early months of the new year (January-March), with the selection of a site and ...

Ecology of Food and Nutrition, 1991

... Photocopying permitted by license only THE DIETARY HABITS OF A GHANAIAN FARMING COMMUNITY GEO... more ... Photocopying permitted by license only THE DIETARY HABITS OF A GHANAIAN FARMING COMMUNITY GEORGE JS DEI Department of Sociology and Anthropology and Institute for International and Developmental Studies, University of Windsor, Windsor, Ontario, Canada. ...

Ecology of Food and Nutrition, 1989

... A dog owner would get a full game to himself. A few hunting groups in the community have boug... more ... A dog owner would get a full game to himself. A few hunting groups in the community have bought their own hunting dogs. ... As Atsu (1984) points out, many individual farmers no longer find cocoa the most lucrative crop to grow, and in fact, prefer to produce food crops. Page 12. ...