This was very interesting! Steve ---------- Forwarded message --------- From: NORRAG Blog <[email protected]> Date: Thu, Jan 22, 2026 at 4:29 AM Subject: Whose Knowledge, Whose Agency? A Ghanaian Practitioner’s Response to Reconceptualising the Learning Crisis in Africa To: <[email protected]> NORRAG Blog Alerts - View this email in your browser <https://mailchi.mp/graduateinstitute.ch/whose-knowledge-whose-agency-a-ghanaian-practitioners-response-to-reconceptualising-the-learning-crisis-in-africa?e=d78996091f> <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=723cf49f7a&e=d78996091f> Whose Knowledge, Whose Agency? A Ghanaian Practitioner’s Response to Reconceptualising the Learning Crisis in Africa *In this blog post, which is part of NORRAG’s #TheSouthAlsoKnows <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=55829c346f&e=d78996091f> blog series, Nana Ama Boa-Amponsem reviews the book Reconceptualising the Learning Crisis in Africa: Multi-dimensional Pedagogies of Accelerated Learning Programmes <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=63ab8fef39&e=d78996091f> by Kwame Akyeampong and Sean Higgins and argues that the so-called learning crisis is not just about African children’s deficiencies but also about the failure of “education development” to recognize and build upon existing knowledge, agency, and pedagogical wisdom.* In my years working in education development across Ghana, I have repeatedly confronted three questions that the global education architecture seems to overlook – Whose knowledge counts when we design education systems? Whose agency shapes learning environments? And what approaches genuinely support inclusive learning rather than merely paying lip service to it? For too long, these questions have lingered uncomfortably in practitioner spaces yet acknowledged in private conversations. *Reconceptualising the Learning Crisis in Africa: Multi-dimensional Pedagogies of Accelerated Learning Programmes <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=0e18c8faee&e=d78996091f>* by Prof Kwame Akyeampong and Prof Sean Higgins confront them head-on. Their book does more than critique the prevailing “learning crisis” narrative, it also offers evidence-based alternatives grounded in what African children, teachers, and communities already know and do. READ THE BLOG POST <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=ed87e8cc35&e=d78996091f> [image: Share] <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=08cdc4dd1b&e=d78996091f> Share <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=c5ea10aa8a&e=d78996091f> [image: Share] <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=6ee059b649&e=d78996091f> Share <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=e45813a822&e=d78996091f> [image: Forward] <https://us17.forward-to-friend.com/forward?u=35282a497b7e9544ff28ed4d7&id=d2f5a39b3d&e=d78996091f> Forward <https://us17.forward-to-friend.com/forward?u=35282a497b7e9544ff28ed4d7&id=d2f5a39b3d&e=d78996091f> *Previous NORRAG Blog posts* - Beyond Simulation: Unpacking Agency, Climate Anxiety, and the Emotional Toll in Youth Advocacy <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=3ba7f7dc33&e=d78996091f> by Shue-kei Joanna Mok (15 January 2026) - Why Climate Games Need to Challenge Capitalism, not Just Simulate It <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=8f8f98c426&e=d78996091f> by Shue-kei Joanna Mok (15 January 2026) - After Farce: Why Education Financing Needs an Honest Reckoning <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=eae1f42695&e=d78996091f> by Will Brehm (8 January 2026) - Trauma, Education and AI in Conflict Contexts: Care or Control? <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=2e471cd852&e=d78996091f> by Mariela Sanchez Salas (18 December 2025) - Human Rights Day and the Future of Education: Old and New Challenges to Guaranteeing the Right to Education <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=cf2d950ef4&e=d78996091f> by Marina Avelar & Salomão Barros Ximenes (11 December 2025) - Relational Ecologies of Knowledge and Practice <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=3a7f4ebda2&e=d78996091f> by Moira V. Faul, Keith Holmes, Catherine Odora Hoppers, Prachi Srivastava & Leon Tikly (4 December 2025) - Whose Nexus? When the System Lags Behind Frontline Actors: The Case of the Emergency Response Rooms (ERRs) in Sudan <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=651a77fca6&e=d78996091f> by Aishwarya Shetty & Faiza Hassan (27 November 2025) - When Education Is the Problem: Lessons from Youth Climate Activism <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=ce2cea1bc9&e=d78996091f> by Iveta Silova, Jeremy Rappleye, and Hikaru Komatsu (20 November 2025) - Beyond Training: Addressing Teachers' Belief-to-Practice Gap in Foundational Learning <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=f053d56a28&e=d78996091f> by Najmeh Kishani and Sehar Saeed (13 November 2025) - Designing for Equity in Outcome-Based Financing: Lessons from Rwanda's Early Childhood Outcomes Fun <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=bf3a40b529&e=d78996091f> d <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=660803ebc5&e=d78996091f> by Ella Wright (6 November 2025) - *Read More* <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=f15f314bd1&e=d78996091f> ------------------------------ *If you have not registered as a NORRAG Member yet, please register at the **following link* <https://norrag.us17.list-manage.com/track/click?u=35282a497b7e9544ff28ed4d7&id=475418bfa4&e=d78996091f> * in order to receive information about upcoming NORRAG events and projects, and receive NORRAG’s quarterly Bulletin. 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