Publisher's Synopsis
Coe identifies the state's limitations in teaching cultural knowledge and discusses how Ghanaians negotiate the tensions raised by the competing visions of modernity that nationalism and Christianity have created. She reveals how cultural curricula affect authority relations in local social organizations-between teachers and students, between Christians and national elite, and between children and elders-and raises several questions about educational processes, state-society relations, the production of knowledge, and the making of Ghana's citizenry.