Obed Mfum-Mensah, Ph.D.

Research
• Education of marginalized groups in sub-Saharan Africa
• Education and social development
• Citizenship education
• Teacher development
• Cyberspaces as a platform for teacher mentoring

- Ph.D., University of Toronto, 2003

  Comparative and International Development Education: Curriculum Teaching & Learning

- M.Ed., University of Western Ontario, 1999

  Educational Policy Studies

- B.A., Andrews University, 1995

  Religion and History

• EDUC 201: Education and American Society
• EDUC 205: Cultural and Political Geography
• IDNW 200: Education in Sub-Saharan Africa
• EDUC 346: Socio-Cultural Perspectives on Education
• EDME 502: Advanced Socio-Cultural Perspectives on Education [Graduate]

My engagement in education emerged from my work to promote integrated community development. This work kindled my interest in education of marginalized populations in the developing world.

I enjoy traveling and gardening.
 

Current Project:

 

Global Forces, Education and the Politics of Stratification in Sub-Saharan Africa (Forthcoming Book). 

 

Books & Monographs:

 

Education Marginalization in Sub-Saharan Africa. Policies, Politics, and Marginality Washington DC: Lexington Books of Rowman and Littlefield, 2018.ISBN 978-1-4985-7404-4

 

Education, Social Progress and Marginalized Children: Historical Antecedents and Contemporary Challenges. Washington DC: Lexington Books of Rowman and Littlefield, 2017.ISBN 978-1-4985-4569-3

 

 

Book Chapters:

 

Mfum-Mensah, O. (2019). International Philanthropic Support for African Education: The Complex Interplay of Ideologies and Western Foreign Policy Agenda.In Nikolay Popov and Charl Wolhuter (Ed.), Global Education in Practice: Teaching, Researching, and Citizenship. BCES Conference Book Volume 17, 2019.

 

Mfum-Mensah, O. (2017). Education and Communities at the “Margins”: The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa. In Nikolay Popov and Charl Wolhuter (Ed.), Current Business and Economic Driven Discourse and Education: Perspectives from Around the World. BCES Conference Book Volume 15, 2017.

 

Mfum-Mensah, O. (2015). Negotiating the Trilogy of Blackness, “Accentness” and Africanness”: A “Native-Alien” Professor’s Tale. In K. Akurang-Parry and Charles Hutchison (Eds.)Voices of Immigrant Professors: Historical and Contemporary Challenges & Triumphs. New York: Routledge 2016.

 

 

Mfum-Mensah, O (2009). Teaching and learning in a developing world context: Understanding the curriculum development for marginalized communities in northern Ghana”. In Wiggan, G., & Hutchison C (eds.). Global Issues in Education: Pedagogy, Policy, School Practices, and the Minority Experience. Lanham, MD: Roman & Littlefield ISBN 978-1-60709-272-8

Mfum-Mensah, O. (2003) “Fostering educational participation in marginalized communities: the contribution of non-formal basic education programs: A case study of two pastoral communities in northern Ghana.”In Gregory T. Papanikos (Ed.) Education, Volume 1, pp. 43-53. Athens Institute for Education and Research Press, ISBN 960-87107-9-4

 

 

 

 

Book Reviews:

 

Mfum-Mensah, O. (2014). A review ofMass Education, Global Capital, and the World: The Theoretical Lenses of Istvan Meszaros and Immanuel Wallerstein, by Tom Griffithss & Robert Imre. New York: Palgrave. ISBN 978-1-137-01481-8. Teachers College Record, May 5, 2014http://www.tcrecord.orgID Number: 17522,

 

Mfum-Mensah, O. (2013). A review of Education in a Strange Land: Globalization, Urbanization and Urban schools- The Social and Educational Implications of the Geopolitical Economyby Greg Wiggan. New York: Nova Science Publishers, Inc. (paper) ISBN 978-1-61122-647-8 Education Review

 

Mfum-Mensah, O. (2010). A review of Faith in Schools: Religion, Education, and American Evangelicals in East Africa by Amy Stambach. Palo Alto, CA: Stanford University Press, 2010. 228 pp. (paper) ISBN 978-0-8047-6851-1.Teachers College Record, Date Published: December 21, 2010 http://www.tcrecord.orgID Number: 16266.

 

 

Articles:

 

Mfum-Mensah, O. & Friedson-Ridenour, S. (2014).Whose Voices are being heard? Mechanisms for Community Participation in Education in Northern Ghana. Prospects Quarterly Review of Comparative EducationDOI 10.1007/s11125-014-9316-z

 

Mfum-Mensah, O. (2011). Education Collaboration to Promote School Participation in Northern Ghana: A Case Study of a Complementary Education Program. International Journal of Educational Development 31(5), 459-465

 

Mfum-Mensah, O. (2009). An exploratory study of the curriculum development process of a Complementary Education Program for Marginalized Communities in Northern Ghana. Curriculum Inquiry 39(2), 343-367

Mfum-Mensah, O. (2005). Moving in the right direction? Nomadic education in Ghana. Id21 Education Highlights. Literacy(Online). Available: www.id21.org.

Mfum-Mensah, O. (2005). The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two Northern Ghanaian communities. Comparative Education 41(1), 71-85.

Mfum-Mensah, O. (2004) Empowerment or impairment? Involving traditional communities in school management. International Review of Education 50(2), 141-155

Mfum-Mensah, O. (2003) Computers in Ghanaian secondary schools: Where does inequality come in? Current Issues in Comparative Education 6(1)40-49.

Mfum-Mensah, O. (2003) Exploring the constraints affecting non-formal basic education programs: The Shepherd School Program in Northern Ghana. In-Focus Journal of Comparative Education [online], 1(2). Available at:www.escotet.org/infocus/2003/mfum.htm

Mfum-Mensah, O. (2003). Fostering educational participation in pastoral communities through non-formal education: The Ghanaian perspective. International Journal of Educational Development 23(6), 661-676.

Mfum-Mensah, O. (2002). “Initial findings of the impact of Non-formal basic education programs: A case study of northern Ghana (ERIC Document Reproduction Service No. ED 471859).

Farrell, J. P., & O. Mfum-Mensah (2002). A preliminary analytical framework for comparative analysis of alternative primary education programs in developing nations (ERIC Document Reproduction Service No. ED 470437).

 

 

Recent Conference Presentations:

 

Mfum-Mensah, O. (2019). Paradoxes and Challenges of Teaching Diversity Courses in Predominantly White Academic Spaces. AERA Annual Conference, April 5-9, Toronto, Canada 

 

Mfum-Mensah, O. (2017). Education and Communities at the “Margins”: The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa. Paper to be presented at the XV Bulgaria Comparative Education Society, Borovets, Bulgaria, June 20-23, 2017.

 

Mfum-Mensah, O. & Nyariro Milka P. (2016). Policy-Praxis Conundrum of Implementing “Inclusion” in Teacher Education Programs in Kenya.  Paper presented at the 60th Annual CIES Conference, Vancouver, BC Canada, March 6-10, 2016

 

Mfum-Mensah, O. 2016). Schooling and Education in an Era of Transition and Change. Paper presented at Evangelical University in Ndola, Zambia January 9, 2016

 

Mfum-Mensah, O. (2015). Voices of International Professors: cross-cultural issues and solutions for Better Transition Experiences [Panel with Charles Hutchinson]. Paper presented at the 59thAnnual CIES Conference, Washington, DC March 8-11, 2015

 

Mfum-Mensah, O. & Nyariro, Milka P. (2015). “The River Between”: Faculty Dispositions on Integrating Special Education in Teacher Education Programs in Kenya. Paper presented at the 59thAnnual CIES Conference, Washington, DC March 8-11, 2015

 

Mfum-Mensah, O. (2014). “The River Between and Within”: Integrating Special Education in Teacher Education Programs in Kenya. Paper presented at the African Education and Development Conference, Nairobi, Kenya, November 24-28, 2014

 

Mfum-Mensah, O. (2014). Unstated Features of Educating Children with Disabilities in Sub-Saharan Africa in the Context of “Education for All”. Paper presented at the 58thAnnual CIES Conference, Toronto, ON Canada March 11-15, 2014

 

2013). “Revisiting ‘Education for All’ and the Schooling Status for Children with Disabilities in Sub-Saharan Africa”. Paper presented at the 57thAnnual CIES Conference, New Orleans, LA March 10-15, 2013 

 

Mfum-Mensah, O. (2012) “Educating for citizenship: Schooling, curriculum, and children at the margins in Ghana”. Paper to be presented at 56thAnnual CIES conference, San Juan, Puerto Rico, April 22-27.

 

Akukwe G. N. & Mfum-Mensah, O. (2012). “Responding to the social mobility aspirations of marginalized populations through education”. Paper presented at 56thAnnual CIES Conference, San Juan, Puerto Rico, April 22-27.

 

Mfum-Mensah, O. (2011) “Out of many we are one”: Ideological underpinnings of curriculum reforms in Anglo-West Africa from1980 to present. Paper presented at 55thAnnual CIES conference, Montreal, Canada, April 30-May 5.

 

Mfum-Mensah, O. (2010) Education collaboration for complementary education programs: A case study of Northern Ghana. Paper presented at 54thAnnual CIES conference, Chicago, IL, March 1-5.

 

Mfum-Mensah, O., & Sophia Friedson-Ridenour (2010) Community participation” in complementary education programs: A case study of Northern Ghana. Paper presented at 54thAnnual CIES conference, Chicago, IL March 1-5.

 

Mfum-Mensah, O. (2008). “What Counts as Educational ‘Success’ in Complementary Education Programs?”Paper presented at Columbia University for the 52ndAnnual CIES conference, New York, NY, March 13-17.

 

Mfum-Mensah, O. (2008). Contextual Nuances and Curriculum Development in the Developing World: A Case Study of a Complementary Education Program in Northern Ghana.Paper presented at Messiah College Fall Educational Forum, November 4.

 

Mfum-Mensah, O. & David Dzaka (2008). Education as part of Christian mission in Africa. Invited Presentation at the Episcopal Diocese of Harrisburg, Jan 13, 2008

 

Mfum-Mensah, O. (2007). “Teaching and Learning in a Developing World Context: Understanding the ‘School for Life’ Curriculum Model” Paper presented at 51stCIES conference, Baltimore, MD, February 25-March 1.

 

Mfum-Mensah, O. (2007). Addressing the educational needs of marginalized children: What lessons can we draw from the ‘School for Life’ and ‘Shepherd School’ models in Northern Ghana?Paper presented at 51st Annual CIES conference, Baltimore, MD, February 25-March 1.(Panel presentation with Ash Hartwell & Joseph P. Farrell)

Barnes, J. & Mfum-Mensah, O. (2007) Globalization and Education in sub-Saharan Africa: Implications for Teaching, Learning and Knowledge Construction. Paper presented at the Humanities Symposium at Messiah College, Grantham, PA, February 21. 

Mfum-Mensah, O. (2006) Rethinking the Educational needs of Marginalized Children in sub-Saharan Africa and “Alternative Schooling Programs. Paper presented at the 50th Annual CIES conference, Honolulu, HI, March 13-19.

Mfum-Mensah, O. (2004) “Cross-case analysis of multigrade teaching in alternative schooling programs of sub-Saharan Africa.” Paper presented at World Bank Multigrade Colloquium, Dakar, Senegal, May 24-28.

Mfum-Mensah, O. (2004) “A comparative study of selected successful models of alterative school programs in sub-Saharan Africa.”Paper presented at 48th Annual CIES conference, Salt Lake City, UT, March 8-13 (Panel presentation with Ash Hartwell, Joseph P. Farrell & Brenda Haiplik).

Mfum-Mensah, O. (2003) “Engendering schooling in marginalized communities: The multidimensional impact of non-formal basic education programs.” Paper presented at the 47thAnnual CIES conference, New Orleans, LA, March 12-16.

Farrell, J. P., & Mfum-Mensah, O. (2003) “Alternative forms of primary education in developing nations: Applying a framework for comparative analysisThe Shepherd Schools of Northern Ghana.” Paper presented at the 47th Annual CIES conference, New Orleans, LA, March 12-16.

Mfum-Mensah, O. (2002) “Initial findings of the impact of Non-formal basic education programs: A case study of northern Ghana.” Paper presented at the 46thAnnual CIES conference, Orlando FL, USA, March 3-5.

Mfum-Mensah, O. (2002) “Fostering educational participation in marginalized communities:  the contribution of non-formal basic education programs: a case study of two pastoral communities in northern Ghana.” Paper presented at the 4thAthens International Education Conference, Athens, Greece. May 24-26.

Mfum-Mensah, O. (2002) “Voices of the most vulnerable: A study of children’s perceptions about the impact of non-formal basic education programs: A case study of northern Ghana.” Paper presented at the 46th Annual CIES conference, Orlando, FL, March 3-5.

Farrell, J. P., & Mfum-Mensah, O. (2002) “A preliminary analytical framework for comparative analysis of alternative primary education programs in developing nations. Paper presented at the 46th Annual CIES conference, Orlando, Florida, March 3-5.

Mfum-Mensah, O. (2002) “The dilemmas of data collection in marginalized communities: Negotiating institutional and community barriers.” Paper presented at CIDEC student and faculty meetings, OISE/University of Toronto, December 9.

Mfum-Mensah, O. (2001) “The changing nature of bilateral aid and its implications on primary education in sub-Saharan African at the dawn of the 21stcentury: A case of Ghana.”Paper presented at the 45thAnnual Comparative and International Education Conference, Washington, DC, March 13-17.