Cultural Identity and Children’s Educational Experiences in Global south Communities: Comparative Sociological Study of Ghana and Argentina

Abstract

This paper explores the link between cultural identity and children's learning experiences in communities of the Global South by conducting a comparative sociological analysis of two countries: Ghana and Argentina. Education is commonly perceived as a means to knowledge, social mobility and national development but children's experiences of education are also influenced by language, ethnicity, religion, family background, community values, social class and curriculum representation. The paper suggests that children do not arrive at school with a blank slate, but rather with identities shaped by home, community, history, language and social location. The paper compares the cases of Ghana and Argentina to examine the ways in which cultural identity affects children's belonging, participation in class, confidence and education. The multilingualism, ethnic diversity, religious values, community life, rural– urban inequality, and the dominance of the English language in formal education all influence children's schooling in Ghana. Spanish language, national identity, indigenous and migrant identities, regional inequality and social class differences all influence children's educational experiences in Argentina. While they have distinct histories, languages, and cultural systems, both countries illustrate how schools can either foster inclusion or perpetuate inequality based on how they acknowledge children's cultural backgrounds. The paper also emphasizes that language and curriculum are key spaces in which cultural identity is either overlooked or privileged. Children who see their home language(s), history, and community experiences reflected in the school are more likely to feel included and motivated in both Ghana and Argentina. The study therefore highlights the need to implement culturally responsive education as a way of enhancing belonging, participation and social justice. This paper draws on the experiences of the Global South for childhood and Sociology of education research by comparing an African and a Latin American context. It demonstrates that cultural identity does not exist on the periphery of education, but rather it is a core element that influences children's learning, confidence and future opportunities. The paper argues that an education system that is more inclusive in Ghana and Argentina should respect the languages, cultural history and family experiences of children as learning resources instead of obstacles to achieving academic success.