Abstract:
This article employs historical records, cultural traditions, and insights from recent
interviews with history teachers to trace the beginnings of history teaching and the political
landscape that has shaped school history and history curricula in Ghana. The article argues
that history education in Ghana has survived the ravages of time, Western historiographical
ideals and imperialist ambitions as well as politically motivated legislations and reforms.
The article concludes that history education is regaining its grounds in Ghanaian schools
and raises implications for teacher education and resource provision in schools. The article
contributes to an understanding of the evolution of history education in Ghana and the
impact of colonial and political forces on curricula, teaching and learning of African history.
