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A Decolonial History of African Female Education and Training in Colonial Asante, 1920-1960
By Samuel Adu-Gyamfi
This paper is a decolonial exploration of the intersection of colonialism, education, and gender in the Asante (Ashanti) region of colonial Ghana in tropical West Africa between 1920 and 1960. Despite the atrocities of the colonial period, Western education provided a system of change for African women. However, the colonial period also deprived female leaders of their authority and perpetuated traditional gender roles, which were reinforced by the education system. While some schools and centres were opened for the training of girls, there was still limited access to education and opportunities for women. This study relies on primary and secondary sources, including archival sources, books, and articles, to uncover the complex history of Asante women’s colonial encounters and female education. Using a decolonial lens, the paper challenges dominant narratives and uncovers hidden histories, highlighting the systemic exclusion of women from power and the perpetuation of colonial power relations. © 2023, eTropic. All Rights Reserved.
An empirical investigation into the perceived effectiveness of collaborative software for students’ projects
By Felix Nti Koranteng
Technology has penetrated all aspects of the society in recent years. In the education sector, collaborative software such as GoogleDocs is pervasively used by both faculty and students. This is often because they enable frequent, cheaper and faster communication opportunities. Nonetheless, little evidence exists on the factors that influences its use and effectiveness particularly for students’ projects. Amidst these, many of the studies on collaborative software drew samples from developed countries. Given that technology acceptance differs across geographic locations, such westernized models are less applicable in developing countries. In this paper, a quantitative survey questionnaire was adopted to collect response from 510 respondents. These responses were used to evaluate a research model that had been deductively developed from relevant literature. The research model extended the IS Success model to examine the factors that affect the perceived effectiveness of collaborative software for students’ projects. PLS-SEM was adopted to estimate the proposed relationships. Information Quality, Service Quality and Primary Task Support had significant influence on Intention to Use whereas Self-Efficacy and System Quality did not. However, whilst Primary Task Support, Self-Efficacy and System Quality did not have any significant effect; only Information and Service Quality affected User Satisfaction. Although, there were no significant relations between Intention to Use and User Satisfaction, they both significantly affected Perceived Effectiveness. The results illuminate stakeholders to prioritize user satisfaction to improve the effectiveness of collaborative software for students’ projects. Future research must however explore why certain proposed relationships were not significant. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.
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