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The arrival of the Europeans in brought about formal education of the Western world into the then Gold Coast. In the area of Music, the Western theory of Musical practices were introduced and implemented. The introduction of the Western theory of musical practices deeply affected the early Ghanaian composers such that early compositions were in the framework of Western music education, which affected the use of indigenous Ghanaian cultural and traditional practices. However, in the spirit of nationalism, a crusade of Ghanaian indigenous music traditions was initiated in the early twentieth century by Ephraim Amu and it was supported by many composers who followed. Using Euba’s creative ethnomusicology as the underpinning theoretical framework, the writers seek to examine the composer, C.W.K Mereku, investigating into his academic biography. The study again appreciates Africanism through the formalist viewpoint of two of his works: Ghanamamma (People of Ghana) and Atentenata (Atenteben Sonata), exploring the Ghanaian traditional and indigenous elements, and how he used them in his compositions. This study uses purposive sampling method and focuses on interview and document analysis as instruments for data collection. The two compositions of the study reflect Mereku’s conscious usage of the Ghanaian indigenous elements as source materials to express his identity and the awareness of his thematic intercultural activities.

Technology has garnered attention as a successful tool for second language learning that could help improve immigrant integration and inclusion. More specifically, digital learning games have been identified as an effective tool for enhancing a variety of outcomes related to second language learning, including language acquisition, motivation, and confidence. Digital learning games differentiate instruction, provide immediate feedback, situate the learning, and offer a safe and engaging environment to practice the target language. However, it is important that digital learning games are designed with the end-users in mind. For that reason, this study outlines how researchers and game developers can utilize user-centered design to develop a context-specific digital language learning game for immigrants. As an example, the authors present the four-phase process of an ongoing game design project in Finland, including general findings from interviews with teachers.

This qualitative case study examined two pre-service teachers’ learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education c...

This chapter reports on notions of diversity and diverse learners among three groups of practicing and beginning teachers in Southwestern Finland. Results suggest that most teachers were highly aware that the academic outcomes of their diverse learners were influenced by factors related to language, culture, race, and ethnicity. However, even teachers with many years of experience with diverse student populations lacked in-depth knowledge about strategies to work successfully with them. They were unfamiliar with ways to use learners’ prior knowledge and experiences as well as linguistic resources in their home languages to plan and deliver instruction. Teachers differed in levels of awareness and knowledge of responsive strategies. Those with the most experience with linguistically and culturally diverse pupils demonstrated the highest level of awareness and knowledge. Beginning teachers reported relatively lower levels of awareness and knowledge despite having positive attitudes toward culturally responsive pedagogy. Teachers in the broader municipality, who had relatively less experience with linguistic and cultural diversity, but more experience teaching, had the lowest levels of awareness and knowledge. In every case, educators express a strong desire for learning opportunities to meet the needs of their students. Implications for research and teacher education are discussed.

We examined the perceptual discrepancy profiles between self- and peers, and self- and teacher evaluations of adolescents' social competence (SC) and the interrelations of these profiles with self-reported depressive symptoms. The participants were 390 Finnish lower secondary school pupils. Latent profile analysis revealed five classes of discrepancy profiles; adolescents with congruent perceptions, quite congruent perceptions, and positively discrepant perceptions of SC reported lower scores of depressive symptoms, whereas those with negatively and extremely positively discrepant perceptions of SC reported the highest scores of depressive symptoms. The larger the discrepancy between self- and others' evaluations of SC were, the more depressive symptoms were reported. The results indicate that interventions designed to mitigate depression need to be tailored to individual needs.

This study examined the role of critical reflection in developing cultural awareness among pre-service teachers via coursework requiring students to act and reflect on issues of diversity on a personal level. The Cultural Diversity Awareness Inventory (CDAI) was used as a pretest and posttest measure of students’ multicultural attitudes, and learning journals, final reflections and focus group interviews were examined to investigate how reflection facilitated development of cultural awareness. The CDAI indicates that pre-service teachers’ multicultural attitudes were improving. Critically reflecting on the issues of culture, power and privileges, fostered pre-service teachers’ cultural awareness and created cognitive dissonance within them, which positively influenced their cultural awareness. Implications of the study for teacher education are discussed.

Drawing on a combination of prior experience, theoretical stance, and intuition, along with pedagogical practices identified to be effective in addressing diversity with teacher candidates, a model for teaching multicultural education to teacher candidates was designed. This study examined how particular elements of this model were effective in developing teacher candidate’s cultural competence. The results indicate that teacher candidates gained substantial knowledge about and experiences with issues of diversity by the end of the course. Participants pointed to the multiple methods employed in the class; in particular the interactive strategies, group work, diverse cultural experiences, and opportunities to critically reflect on these experiences as accounting for their gains. Their sense of ownership and understanding has given them the ability to use these strategies in their own future work. Implications for research and teacher education are discussed.

Physical fighting is an important behavioral concern of public health importance among adolescents worldwide. The present study examines the patterns and correlates of physical fighting among a school-based population in a low-income country setting. Data on 6235 adolescents aged 11–16 years were derived from the Republic of Ghana contributions to the Global School-based Health Survey. Three thresholds of participation in a physical fight during a 12-month recall period were compared against several independent sociodemographic variables. Bivariate analyses were used to screen for statistically significant associations and multinomial logistic regression was used to examine significant relationships while adjusting for covariates. Within the recall period, 32% of adolescents had reported being involved in two or more physical fights. Those involved in a physical fight during three or more days during the recall period were more likely to have been bullied (relative risk ratios (RRR) = 1.86; 99% confidence intervals (CI): 1.38–2.52), have had a troubled experience with alcohol (RRR = 2.202; CI = 1.55–2.64), and miss days of school (RRR = 2.02; CI = 1.39–2.92). When adjusted only for age and sex, having understanding parents was protective (RRR = 0.64; CI = 0.53–0.78) as was having a positive school environment (RRR = 0.73; CI = 0.55–0.97). Our findings suggest that school-based programming which simultaneously targets multiple risk behaviors and conflict resolution may be helpful in interventions to reduce rates of physical fighting.

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.

Background Suicide is among the top causes of adolescent mortality worldwide. While correlates of suicidal behavior are better understood and delineated in upper-income countries, epidemiologic knowledge of suicidal behavior in low-income countries remains scant, particularly in the African continent. The present study sought to add to the epidemiologic literature on suicidal behavior in Africa by examining the behavioral correlates of suicide attempts among Malawi adolescents. Methods A cross-sectional study using a nationally-representative sample extracted from publically-available data was conducted. Bivariate and multivariate analyses were performed to discern associations between suicide attempts and a host of behavioral variables. 2225 records were included in the study. Results At the multivariate level, suicide attempters had significantly higher odds of being anxious, being physically bullied, having sustained a serious injury and having a greater number of lifetime sexual partners. Alcohol use (at an early age and within the past 30 days) was also associated with suicide attempts. Conclusions These findings have the potential to guide public health interventions geared toward suicide prevention in Africa and other, similar regions, as well as provide the impetus for future epidemiologic studies on suicidal behavior in low-income countries.

This study examined the relationships between social loneliness, emotional loneliness, social anxiety and peer victimisation among 390 seventh- through ninth-grade secondary students. Data were collected in the fall and spring of the school year. Path analyses revealed that feelings of loneliness (both social and emotional) increased adolescents’ peer victimisation experiences, however social loneliness was associated with higher levels of peer victimisation than emotional loneliness in seventh and eighth grade. Early experiences of social anxiety significantly predicted bullying victimisation. Implications for research and intervention programmes are discussed.

The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Finland, collected by interviews. A Social Network Analysis technique was used to analyze the data. The results indicated a negative correlation between acceptance and rejection, bullying, and social withdrawal, but did not correlate victimization. Positive correlations, however, were observed between rejection and all social behavioral traits. Based on cluster analysis, the first graders can be divided into Liked Children (N = 447), Popular Bullies (N = 68), Unpopular Bullies (N = 28), Marginalized Children (N = 135) and High Risk Children (N = 21). All Unpopular Bullies and almost all High Risk children were boys. Boys were also nominated more often than girls a...

Bullying is relatively common and is considered to be a public health problem among adolescents worldwide. The present study examined the risk factors associated with bullying behavior among adolescents in a lower-middle-income country setting. Data on 6235 adolescents aged 11–16 years, derived from the Republic of Ghana’s contribution to the Global School-based Health Survey, were analyzed using bivariate and multinomial logistic regression analysis. A high prevalence of bullying was found among Ghanaian adolescents. Alcohol-related health compromising behaviors (alcohol use, alcohol misuse and getting into trouble as a result of alcohol) increased the risk of being bullied. In addition, substance use, being physically attacked, being seriously injured, hunger and truancy were also found to increase the risk of being bullied. However, having understanding parents and having classmates who were kind and helpful reduced the likelihood of being bullied. These findings suggest that school-based intervention programs aimed at reducing rates of peer victimization should simultaneously target multiple risk behaviors. Teachers can also reduce peer victimization by introducing programs that enhance adolescents’ acceptance of each other in the classroom.