Student interest in studying history is in decline in Ghana, as it is in secondary schools in many other parts of the world. Can student interest be stimulated, and can they be better served, by a curriculum that includes a focus on community, belonging and co-creation? This article details a preliminary intervention of just such a learning unit in a high school in Central Region, Ghana. Using a framework aligned with the historically responsive literacy approach, this programme supported student-directed research…

Abstract There is a great need for new practices to match evolving theories in decolonizing and democratizing the field of African history. This article is a report on a research practice undertaken in the Central Region of Ghana in which researchers worked with teachers to deliver a community-based history experience for high school teachers. The historians contributed lessons in methodology as well as an approach that valued the students as co-creators. Students selected their own research topics and produced or…