Abstract
This article is framed in decoloniality and responds to calls for educational systems, curricula, and classroom instruction in sub-Saharan Africa and other Global South contexts to be decolonized. The article proposes the adoption of a Dagbaŋ Indigenous philosophy—Bilchiinsi (ethical living)—as a relational pedagogy for transforming teaching and classroom interaction in Ghana and beyond. After a brief examination of decoloniality and associated concepts, the authors discuss Bilchiinsi within a decolonial framework, highlighting its epistemological, ontological, and axiological underpinnings. It concludes by considering the classroom as a potential space for practicing Bilchiinsi, addressing the possibilities and limitations of using it as a decolonizing pedagogy.
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Recommended Citation
Ahmed, 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/10.4148/0146-9282.2449
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
