Appendix 1
Role-playing exercise examining pre-colonial, colonial, and post-colonial Ghana
Was there a systematic body of knowledge that could be drawn upon in order to create a social welfare system and were there people to do this job?
Set 1 – Pre-colonial Ghana – How were social needs met?
Characters: mother, father, two children (one is handicapped), aunt, uncle, ancestor, witch doctor, chief, elders, queen mother, pawns, slaves, refugees, priest, etc.
What was the role of the father in this society?
What was the role of the mother?
How did the children receive their education?
Who controlled children’s behaviour?
What happened to people who were physically or mentally challenged?
Who took care of the health of the family?
How did the family provide for itself economically?
How were the spiritual needs met in the family?
What language did people speak?
How did people entertain themselves?
How were justice and law carried out?
Are there any other social institutions that I have forgotten?
Set 2 – Colonial Ghana – “Of all the factors of change, colonialism was undoubtedly the one with the greatest impact on our social institutions as its effects were felt with almost equal force throughout the length and breadth of the country” (Nukunya, 1992)
Characters: mother, father, two children (one is handicapped), missionary teacher, regional commissioner, university student, western doctor, cash crop farmer, traditional authority, etc.
What was the role of the father and mother in colonial Ghana?
How did the children receive their education? Was it encouraging of traditional knowledge?
Who set up the higher education system?
Who controlled children’s behaviour?
What happened to people who were physically or mentally challenged?
Who took care of the health of the family? What happened to the witch doctor?
How did the family provide for itself economically?
How were the spiritual needs met in the family?
What language did people speak?
How did people entertain themselves?
How were justice and law carried out?
Who provided for the welfare of people who had no one to look after them?
What Government and non-government organizations were present at this time?
Set 3 – Post-colonial Ghana
Characters: mother, father, children, traditional authority, western experts, World Bank expert, preacher, university student, etc.
What was the role of the father and mother in post-colonial Ghana? How did the family change from traditional style family?
How did children receive their education? Whose educational curriculum were they taught?
Who determined what was taught at the university level?
Who controlled children’s behaviour?
What happened to people who were physically and mentally challenged?
Who took care of the health of the family?
How did the family provide for itself economically?
What factors have influenced the economics of Ghana?
How were spiritual needs met in the family?
What language do people speak?
How do people entertain themselves?
How are justice and law carried out?
Who provides for the welfare of people who have no one to look after them?
What cultural practices, institutions, and beliefs of these three eras are reflected in social work knowledge nowadays?
This is a very brief outline of Ghanaian society and how it has changed over the years. The question I pose to you is: Was there a systemic body of knowledge that could be drawn upon in order to set up an indigenous social welfare system?
What institution, organization or society does the Department of Social Welfare serve?
What institution, organization, or society does the Department of Community Development serve?
What institution, organization, or society do non-government organizations serve?
If you were given the task of starting a social welfare system, how would go about this, and who would implement this system? Think outside your box!