ABSTRACT
This chapter is based on the experiences of Ghanaian and US scholars engaged in a comparative multi-case study of civic education in kindergarten classrooms in our nations. Their discussions to prepare for the research implementation and analysis of the findings revealed particular values about belonging, identity, ownership, and choice. The authors explore how discussions of seemingly mundane topics—such as the demographic question “Where are you from?”—escalated into explorations of deeply rooted Ghanaian epistemologies that are often overlooked or distorted. These methodological dilemmas of interpretation across cultural chasms elevated Indigenous conceptual schemes and helped the research team contest normative meanings of identity and citizenship.
