ABSTRACT
The previous two chapters have highlighted the importance of language and literacy policy in children’s literacy development in postcolonial Ghana. This chapter provides the methodological structure that underpins this study. It discusses how the teachers and others who took part in the study were recruited and some of the ethical issues that were considered in the study. To broaden the understanding of Ghanaian teachers engaged in the use of the policies, the study adopted an interpretivist paradigm and a life history method, using the professional life stories of seven teachers who taught the lower grades between 1957 and 2016. The approach is aimed at valuing the voice of the Ghanaian teacher on the pedagogical difficulties of the different language and literacy policies for lower grades, expressed through their beliefs, values, and thoughts.
