Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy

Moses Ackah Anlimachie, Samuel Badu, Daniel Yaw Acheampong · 2022 · Rural Society

Summary. Rural students in Ghana have limited career aspirations shaped primarily by their immediate environment. The study shows that place-based pedagogy can improve educational outcomes by integrating indigenous apprenticeship methods and local skills with global opportunities. Teachers must become geographically sensitive and help students connect their community knowledge to broader possibilities while respecting their home cultural capital.

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Anlimachie, M. A., Badu, S., & Acheampong, D. Y.. (2022). Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy. Rural Society. https://doi.org/10.1080/10371656.2023.2171842

@article{anlimachie-2022-enacting-aspirational-rural-schooling-towards,
  title   = {Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy},
  author  = {Moses Ackah Anlimachie and Samuel Badu and Daniel Yaw Acheampong},
  journal = {Rural Society},
  year    = {2022},
  doi     = {10.1080/10371656.2023.2171842},
  url     = {https://doi.org/10.1080/10371656.2023.2171842}
}

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TI  - Enacting aspirational rural schooling towards sustainable futures: exploring students’ ethnographic imaginations implications for place-based pedagogy
AU  - Moses Ackah Anlimachie
AU  - Samuel Badu
AU  - Daniel Yaw Acheampong
JO  - Rural Society
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DO  - 10.1080/10371656.2023.2171842
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Details

DOI: 10.1080/10371656.2023.2171842
Countries: Ghana
Regions: Africa
Categories: education, regional-innovation-systems
Added: 2026-04-28