Incorporating Diverse Cultural Perspectives into Social Studies Curricula: Teaching Multicultural Perspectives within Northern Ghana

The study employed a mixed-method research design, combining both qualitative and quantitative approaches. This design enabled the researchers to gather comprehensive data on the current state of multicultural education, challenges, opportunities, and teachers’ practices regarding the incorporation of diverse cultural perspectives in Social Studies education. In all, 414 respondents were involved in the study, comprising 384 Social Studies teachers, 20 school Administrators, and 10 Curriculum Specialists. Through purposive and convenience sampling, the study respondents were selected from 20 schools sampled in 5 districts of the Northern Region of Ghana. The questionnaire was administered to the Social Studies teachers, while Individual Interviews and Focus Group Discussions were conducted for the Administrators and Curriculum Specialists. The findings showed that, while there was acknowledgment of the need for multicultural education, the Social Studies curriculum falls short of representing diverse cultural viewpoints adequately. Social Studies teachers encounter obstacles such as a lack of resources, and cultural biases, which limit their ability to incorporate diverse perspectives. However, there are promising opportunities for enhancing community-based learning, embracing local languages and dialects, and utilizing storytelling and oral traditions to foster cultural awareness and inclusivity. The study, therefore, recommends that the Ghana Education Service and the National Council for Curriculum and Assessment should take a fresh look at the Social Studies curriculum to better represent a range of cultural perspectives. It further recommends that Social Studies teachers be trained and supported to boost their cultural competence to enable them and bring diverse cultural viewpoints into their teaching.