This study was an attempt to identify the relationship between women and non-governmental organizations in Ghana. It was conducted over a period of one year in the capital city of Accra. Ethnographic and feminist methodology were the framework for the fieldwork and text. Interviews, observations and discussions with aid workers and development recipients determined the perimeters and rendered meaning. Women dominated both sides of development and aid work in Ghana; however, there was limited interaction between them. Female recipients of development were not consulted regarding development projects and were not familiar with the scope and implications of international aid. Female development personnel from both Ghana and the United States were separated from the communities and people they worked for personally and professionally. The development workers did not consider consultation with female clients a necessity or an obligation. Both groups of women struggled to incorporate the concepts and implications of development into their situated reality. / Department of Anthropology

This dissertation is a video ethnography of the enculturation and learning patterns among children on three school playgrounds in the Central Region of Ghana, West Africa. It includes a) a discussion of colonialism on the redefinition of Ghanaian cultural identity in relation to play culture and the school curriculum b) performance-based case studies of six singing games, which comprise a description of sound and structural features and an explanation of cultural forms evident in singing games and c) a discussion on the role multimedia technologies (video, audio, and computer technologies) played in configuring my explanations and the explanations of all participants: children, teachers, and community members. Goldman-Segall' s "configurational validity" is the conceptual basis of this ethnography of Ghanaian children's music cultures. Configurational validity is a collaborative theory for analyzing video documents that expands on the premise that research is enriched by multiple points of view. Performance stylistic features of singing games emerge that reflected the marriage of two music cultures, indigenous Ghanaian and European. These include: speech tones, onomatopoeia, repetition and elaboration of recurring melodic cliches, portamentos or cadential drops, syncopations, triplets, melisma, polyrhythms, vocables, anacrusis, strophic, circle, lines, and partner formations. During play, the children were cultural interlocutors and recipients of adult cultural interlocution as they learned about accepted and shared social behavioural patterns, recreated their culture, and demonstrated the changing Ghanaian culture. The culture forms that emerged include community solidarity, inclusion, ways of exploring and expressing emotions, coordination, cooperation, gender relations, and linguistic code switching. For children in Ghana, knowledge is uninhibited shared constructions; knowledge grows when every one is involved; and knowledge is like "midwifery." I recommended a teaching style that encouraged the expression of children's wide ranging knowledge by a) offering opportunities for cooperative learning through group work, b) encouraging continuous assessment, c) establishing stronger ties with the adult community, and d) recognizing that the ability of children to hear, interpret, and compensate for dialectic differences in closely related languages can be used to enrich the language arts curriculum and also e) recognizing that the cultural studies curriculum can be enriched by the ability of children to re-create hybrid performing arts cultures.

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This dissertation is a video ethnography of the enculturation and learning patterns among children on three school playgrounds in the Central Region of Ghana, West Africa. It includes a) a discussion of colonialism on the redefinition of Ghanaian cultural identity in relation to play culture and the school curriculum b) performance-based case studies of six singing games, which comprise a description of sound and structural features and an explanation of cultural forms evident in singing games and c) a discussion on the role multimedia technologies (video, audio, and computer technologies) played in configuring my explanations and the explanations of all participants: children, teachers, and community members. Goldman-Segall' s "configurational validity" is the conceptual basis of this ethnography of Ghanaian children's music cultures. Configurational validity is a collaborative theory for analyzing video documents that expands on the premise that research is enriched by multiple points of view. Performance stylistic features of singing games emerge that reflected the marriage of two music cultures, indigenous Ghanaian and European. These include: speech tones, onomatopoeia, repetition and elaboration of recurring melodic cliches, portamentos or cadential drops, syncopations, triplets, melisma, polyrhythms, vocables, anacrusis, strophic, circle, lines, and partner formations. During play, the children were cultural interlocutors and recipients of adult cultural interlocution as they learned about accepted and shared social behavioural patterns, recreated their culture, and demonstrated the changing Ghanaian culture. The culture forms that emerged include community solidarity, inclusion, ways of exploring and expressing emotions, coordination, cooperation, gender relations, and linguistic code switching. For children in Ghana, knowledge is uninhibited shared constructions; knowledge grows when every one is involved; and knowledge is like "midwifery." I recommended a teaching style that encouraged the expression of children's wide ranging knowledge by a) offering opportunities for cooperative learning through group work, b) encouraging continuous assessment, c) establishing stronger ties with the adult community, and d) recognizing that the ability of children to hear, interpret, and compensate for dialectic differences in closely related languages can be used to enrich the language arts curriculum and also e) recognizing that the cultural studies curriculum can be enriched by the ability of children to re-create hybrid performing arts cultures. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Informal sectors in developing countries provide a substantial pool of jobs for some of the world's poorest people. Self-employment comprises a large portion of the job opportunities available to individuals working in these sectors. This thesis is concerned with the factors that drive people to become self-employed and determine their welfare as an entrepreneur, with a special emphasis on differences between women and men. In Chapter 1, we explain the Ghanaian context to which this thesis relates and outline the contribution of each main chapter and the common themes. In Chapters 2 and 3, we examine the trade-off between domestic work, such as caring for children and household chores, and market work. In Chapter 2, we consider the extent to which individuals are able to substitute between these two tasks to adjust to short-run variation in domestic productivity brought about by outages in electricity. We find that self-employed workers adjust non-monotonically to changes in domestic productivity, initially increasing their levels of domestic work to preserve consumption levels, but then substituting towards market work when power outages become more severe. We show that this relationship is heterogeneous by sex, and build a model of time allocation to demonstrate the theoretical mechanisms behind these results. In Chapter 3 we examine whether the factors that drive occupational selection differ by sex. It is often argued that women choose jobs in self-employment because this allows them to balance income-generation with childcare and other domestic work. We test the plausibility of this claim and its implications for labour market outcomes. First, we use a simple model of occupational choice to clarify our ideas about which notions of 'job flexibility' are important for the Ghanaian context. Second, we examine whether differential selection forces between women and men may explain the raw sex earnings gaps that appear to persist in various sectors, using a multinomial logit model to adjust for non-random occupational selection. We find that controlling for selection substantially widens the earnings gap amongst the self-employed, but shrinks it for the wage-employed. Third, we interrogate our selection equations and show that domestic obligations increase women's likelihood of entering low-input self-employment jobs more than men. We assess the importance of endogeneity using a maximum simulated likelihood estimator to couch the idea that selection on observables can be used as a guide for selection on unobservables, focussing on the discrete choice made over occupation. In Chapter 4, we turn to theory to try and resolve some of the empirical puzzles that remain from Chapter 3. In particular, we attempt to reconcile the fact that female participation in self-employment is so high even when the average differences in potential earnings are large. To do this, we construct a search model, which allows for individual heterogeneity and participation in both self- and wage-employment, as well as discrimination against female workers in the wage sector. We numerically solve and simulate this model, using calibrations from the existing literature, to explain a set of stylised facts generated from a longitudinal dataset of workers in urban Ghana. We show that wage sector discrimination leads to average earnings gaps in \emph{all} sectors of the economy, even if the underlying ability distribution is the same for both sexes. We also conduct a series of experiments to examine how women and men may be affected differently by government policy. Finally, in Chapter 5 we connect our main findings to policy and make some suggestions for future work.

Various governments in post-independent Ghana have attempted to alleviate poverty among the citizenry. In furtherance of this, several poverty reduction strategies have been employed with different results. Even though the rate of poverty has fallen over the years, it is still high at 21,4% (Molini and Paci, 2015) with women unfortunately bearing most of the brunt of this (National Development Planning Commission, 2012). This dissertation looks at filling the gap in information by exploring the role women can play in poverty reduction, using Ghana as a case study. In doing that, the study analyses poverty and the underlying reasons for endemic poverty among Ghanaians. The objective of this study was to contextualize and make a dimension of poverty broadly in Africa and Ghana in particular. It also sought to critique the current policy alleviation policies and programmes, in relation to various factors contributing to endemic poverty among Ghanaian women, with the aim of identifying the roles that women can play in poverty reduction and making recommendations. In this regard, a descriptive research design coupled with qualitative research methodological technique was employed, where relevant publications in the form of government reports, journals, textbooks and internet were used to collect data. Inferences were extracted based on the requirements of the research topic. The study found that women play an important role in food production, trade, and business. It also emerged from the study that there are numerous factors inimical to the reduction of poverty among women in Ghana. They included their inability to negotiate labour matters; a lack of, or limited education; patriarchal culture or customs; and economic sabotage. In addressing the aforementioned factors, the study recommended that in its pre-assessment of NGOs, government tailor their intervention to synchronize with the development strategies to alleviate poverty among women. It also advised educational awareness and public-public partnerships in the establishment of schools targeted most especially at women for empowerment purposes. Finally, there was an emphasis on advocacy for the reservation of land exclusively for women through land reforms. / Public Administration and Management / M. Admin. (Public Administration)