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Feminist Theory

This course will assume a posture of enquiry not assertion. There will be a definitely exploratory attitude to this course because evidence is strong that feminist literary theory looks for its home on borderlines: it has better things to do than patrol boundaries. Thus, there will be some suggestions of the inter-disciplinary in the course.

The course will review a series of topics that seem to situate and define a good deal of women’s writing on:

  1. Discourse-as-power and the politics of women’s writing;

  2. Gender and race;

  3. Cultural deformations of women into fetish, object, other;

  4. Literary canonization that marginalize and silence women.

Course Code: 
ENG 821
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
Second Semester
Select Programme(s): 
English

Studies in Literature and Society

These two contemporary writers (Ayi Kwei Armah and NgugiWaThiongo) differ mainly in the sources of their influences. Yet, in spite of Ayi Kwei Armah’s absorption

in the ideas of Frantz Fanon, and Ngugi Wa Thiongo’s alignment with a folksy kind of Marxism, both writers explore the actual, spiritual and moral terrain of African

life and history. Both express a concern for African wholeness; both are disturbed by a history of European exploitation in Africa; both have attacked the notion

that economic relationships among people can be meaningfully studied from emotional and moral concerns; and yet both writers seem convinced that humans

cannot produce good work unless they are themselves good. This course will study the complete up-to-date writing of these two writers with a view to assessing

the value of their contribution to modern African thought.

Course Code: 
ENG 811
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
Second Semester
Select Programme(s): 
English
Literature-in-English)

Literary Perspectives on Autobiography

This course is designed to exercise and extend critical skills and to provide some practice in research. The main focus will be on autobiography, since

this relatively ignored literary form: questions of self–representation in literature, the transformation of reality via imagination, the relationship between literature

and history, and nature of literary or poetic art.

Course Code: 
ENG 809
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
Second Semester
Select Programme(s): 
English

Literary Stylistics

This course will focus on four women writers whose biographies have little in common, except for gender: George Eliot, Toni Morrison, Ama Atta Aidoo, and Nadine Gordinmer.

For the most part, their writing will be studied chronologically. But attempts will also be made to analyse the texts as thematic units with overarching “feminist” concerns.

This course will raise such questions as the following: is there a distinctively feminine sensibility manifested in the creative process, in the choice of subject, in style,

in narrative point of view or, in the characterization of hero and heroine? What critical tools are appropriate for the study of women writers and images of the “feminine”?

Course Code: 
ENG 812
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
First Semester
Select Programme(s): 
English
English
Literature-in-English)

Genre Studies

This course is designed to appeal to candidates who are interested in working with large amounts of language data as well as those whose work involves

writing in different modes (e.g. secretaries)., It looks at regular linguistic patterning in different domains of language use. It is intended to improve the writing

of candidates by introducing them to the meaning expressed by the different patterns.

Course Code: 
ENG 808
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
First Semester
Select Programme(s): 
English
English

Research Methods

This course will focus on research methods and techniques of general bibliography. Students will be equipped with the resources and basic research

material in English literary studies and the skills and tools in presenting the findings of literary research. The course also explores methodological

issues such as sampling, field research, finding and formulating a research topic, writing a research proposal, annotating references,

developing conceptual and theoretical frameworks. 

Course Code: 
ENG 818
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
First Semester
Select Programme(s): 
English
English
English Language
Literature-in-English)

Grammar

This course presents different approaches to the grammatical description of English, notably the ‘grammar tradition adopted by Quirk et al.,

transformational–generative grammar and functional grammar.  Topics in both morphology and syntax will be explored.

Course Code: 
ENG 802
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
First Semester
Select Programme(s): 
English
English

Phonology

The course begins with an introduction to the major theories of phonology, including classical phonemics, prosodic phonology and generative phonology,

and then focuses on the segmental and non-segmental features of modern English.  There will also be a practical phonetics component involving the

use of the Department’s modern language laboratory.

 

 

 

Course Code: 
ENG 801
No. of Credits: 
3
Level: 
Level 500
Course Semester: 
First Semester
Select Programme(s): 
English
English
English Language

COMMUNIQUE ON  THE 8TH ANNUAL CONFERENCE ON SOCIAL BEHAVIOUR AND CONFLICT MANAGEMENT HELD ON  25TH JULY, 2019 AT THE UNIVERSITY MAIN AUDITORIUM

INTRODUCTION
The Department of Sociology and Anthropology, Faculty of Social Sciences of the College of Humanities and Legal Studies has organised this year’s conference on the theme: Paving The Way For A Peaceful, Free And Fair Election 2020: The Role Of The State And Non-State Actors. This conference is organised once every sandwich semester to deliberate on current security issues and contribute to the discourse on peace and security worldwide and in Ghana to be specific. This year marks the 8th edition since the inception of this conference series. This 2019 conference is similar to the previous conferences which bring together practitioners, academics, researchers and relevant stakeholders in the field of peace and security.


Recognizing that peaceful elections are paramount in the development of every nation, concerted efforts from all sectors of society is required to achieve a secure and peaceful society in Ghana whiles contributing to the Sustainable Development Goals especially goal 16 (Peace, Justice and building strong institutions. 
Accepting that elections are at the heart of democracy and therefore without elections democracy becomes empty and tracking the history of democratic elections in Ghana brings into focus the following essential points


    The first fourth republican presidential election held on 3rd November, 1992 was fully participated by all the major political parties. However, the 29th December, 1992 parliamentary election was boycotted the opposition parties. This was followed by 1996 elections which witnessed the election of a significant number of candidates from opposition parties to parliament. Furthermore, the 2000 election was considered as one of the most free and fair elections Ghana has ever conducted.


    The problems that confronted the 1992 elections led to the introduction of electoral reforms such as the use of transparent ballot boxes, voter IDs and voters register with pictures of voters, the formation of the inter-party advisory committee, etc.


    The 2008 elections results were close and this generated tension but the loser accepted the outcome. In the case of the 2012 elections, the results were reviewed by the Supreme Court of Ghana which triggered further reforms such as publishing results at the polling station, etc. However, the 2016 election was peaceful but riddled with the phenomenon of vigilantism.


Acknowledging the crucial role of elections in the maintenance of peace and security of every nation and ultimately ensuring national development, the following issues were raised by participants in this year’s conference:


    Peace, security and good governance is a collective responsibility, therefore there is the need for collaboration among academics, researchers, security agencies and other stakeholders in discussing this important topic to ensure a free and fair election in 2020.


    The Electoral Commission should create the legal framework by drawing on its mandate as enshrined in the 1992 constitution to ensure free, fair and peaceful elections in 2020.


    The government must create the needed environment for both state and non-state actors to work for peaceful elections in 2020. This should include embarking on peace education, monitoring and controlling the media, especially social media.


    The political system we practice, i.e. the winner takes all system which generates tension and conflict should be re-examined. 


    High voter turnouts during elections in Ghana is a reflection of the effective organisational abilities of our political parties.


    Ghana has dropped in the 2019 global peace index implying that the country is not doing well in the global peace map.


    The current challenges facing the political system is that political parties have become electoral machines, elections have been monetized and there is weak regulation of the activities of political parties. The low representation of women, election-related violence and the emergence of vigilantism are also challenges that ought to be dealt with.


    There is undue politicisation of the security services should also be addressed.

QUESTIONS

 Participants after the deliberations by speakers raised a number of questions including: 
     What is the NPC doing about political discrimination in Ghana?
     How do we tackle the problem of lack of resources for electoral Institutions?
     Why did take long for the NPC to make a statement about the Ayawaso West Wuogon incident?
     How can the police service to devoid of politicisation?
     How well is the National Peace Council funded?
     What is the inter-linkages between the SDG and Ghana’s drop in the global peace index?

 

RECOMMENDATIONS


Having recognized the relevance of peaceful elections as a sine-qua-non for development speakers and participants at this year’s sandwich conference made the following recommendations:
    Ghana enjoys a certain measure of peace and stability partly due to the way we conduct our elections, therefore these election management practices should be strengthened so that we will continue to enjoy peace and stability.
    The appointment of party activists into the National Security system should be discontinued.
    The media space should be monitored and controlled especially during the run-up to the elections.
     State capture tendencies being exhibited these by religious leaders should closely be monitored and controlled. 
    State should collect illegal small arms in circulation in the country.
    The security agencies should prepare adequately for the 2020 elections.
    Encourage patriotism among the citizenry.
    Eschew corruption in all segments of our national life e.g the security services.

Signed
DR. William Boateng

Speakers at the IEPA Colloquium

COMMUNIQUÉ ISSUED AT THE END OF A ONE-DAY COLLOQUIUM ORGANISED BY THE INSTITUTE FOR EDUCATIONAL PLANNING AND ADMINISTRATION (IEPA) ON 2ND JULY, 2019 AT THE UNIVERSITY OF CAPE COAST
    

Within its vision of becoming a strategic Centre of Excellence in educational planning, research and training of educational planners, administrators, managers and leaders in Africa, the IEPA held a multi-stakeholder colloquium on the theme: The role of educational planning in enhancing Ghana’s educational system: access, quality and relevance at the University of Cape Coast’s Main Auditorium under the chairmanship of the Vice-Chancellor. The objective of the colloquium was to stimulate stakeholder dialogue on educational planning and IEPA’s role in improving educational planning and management within the West Africa Sub-Region. The keynote speaker, panel discussants, guest speaker and participants were drawn from the various sectors and levels of education across Ghana. During the proceeding, the following observations were made:


1.    Access to education remains a topical issue, particularly at the junior and senior high school levels.
2.    Quality issues in education and schooling remain critical in Sub-Region.
3.    Low learning outcomes, accountability and relevance. 
4.    Limited number of UNESCO Category II Institutes with a focus on educational planning.
5.    Strategic planning and policy disconnect among major education stakeholders. 
6.    Poor implementation of decentralization of the education structures. 
7.    Dwindling attention and resources to basic education provision and staff under-utilization. 
8.    Necessity of and the link between management efficiency and planning efficiency.
9.    Low number of educational planners in the Ghanaian education sector at both system and institutional levels. 

Recommendations

At the end of the colloquium, the participants agree on the following recommendations:
1.    MoE needs to provide continuous support for IEPA to become a UNESCO Category II Institute to help address the education sector needs of the Sub-Region.
2.    The MoE/GES need to foster new partnership and build on the existing relationship with the IEPA to make educational planning more relevant to the needs of countries within the Sub-Region. 
3.    IEPA should work closely with MOE/NCTE/GES and other relevant agencies to develop targeted planning and implementation programmes for policymakers and implementers. 
4.    IEPA should be supported to carry out its mandate in the design, implementation and evaluation of educational plans as well as capacity building efforts in education. 
5.    IEPA should provide the key strategic agenda and policy directions to improve education
6.    IEPA need to collaborate with relevant ministries and agencies in developing evidence-based policies and programmes to address the realities of education in the Sub-Region.
7.    IEPA should train more educational planners and researchers to support educational institutions at the school, district, regional as well as national levels. 

Conclusion

With relevant support from and collaborations with government and non-governmental organisations and agencies, IEPA is well positioned and resourced to contribute meaningfully to the planning and management of education sectors within the Sub-Region for improved equitable access, quality and relevance of lifelong learning. 

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