Decolonizing theological education in Ghana

Embracing peer teaching and Paulo Freire’s critical pedagogy

Abstract

Theological education in Ghana has faced several challenges in achieving contextually relevant goals, due to the lingering influences of colonial educational paradigms. This article examines the potential of peer teaching, informed by Paulo Freire’s critical pedagogy, as a strategy to decolonise theological education in Ghana. By modifying the didactic triangle to include peer tutoring, the article explores how this approach can enhance student engagement, intercultural dialogue, and co-creation of knowledge. Through a literature-based
analysis of participatory pedagogy and its application in theological education, the article proposes practical strategies for implementing peer tutoring programmes that enhance collaborative learning and challenge traditional hierarchies within theological institutions in Ghana.