Transforming the Future of Music and Dance Education: Data-Driven Action Priorities for Ghanaian Senior High Schools

Abstract

This article explores the future of music and dance education in Ghanaian senior high schools as envisioned by administrators, teachers, and students. Participants illuminate issues requiring action, including (1) curriculum content, (2) access, (3) resources, and (4) infrastructure. The study employed a qualitative multiple case study approach incorporating post-colonial theory, interdisciplinary African arts theory, and educational leadership and organizational behavior theory. The study contributes to the literature on dance education in Ghanaian, post-colonial, and global contexts.

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