Dr Addai-Mununkum, Richardson
| +23355971000 | |
| ramununkum@uew.edu.gh |
Addai-Mununkum, R., Amoah, S. A., Tamanja, E. M., Amos, P. M., Agyeman, E. A., Addai-Poku, C., Akayuure, P., Kusi, H. (2024). “It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination. Teacher Education and Curriculum Studies 9, 9(1), 21-29. DOI: https://doi.org/10.11648/j.tecs.20240901.13
Matemba, Y. H., Addai-Mununkum, R., Nthontho, M. A., & Museka, G. (2023). Religious minorities at school South of the Sahara. In J. Fraser-Pearce & J. W. Fraser (Eds) The Bloomsbury Handbook of Schools and Religion. Bloomsbury Publishing, . https://www.bloomsbury.com/us/bloomsbury-handbo...
Addai-Mununkum, R. (2023). Non-formal education in digital spaces: A digital ethnography of Ghanaian teachers’ use of whatsapp group. International Journal of Qualitative Research, 3(1), 104-114. DOI: https://doi.org/10.47540/ijqr.v3i1.961
Addai-Mununkum, R & Setordzi S. (2023). Implementing curriculum change in Ghana: exploring teachers’ experiences with enacting 21st century pedagogies. American Journal of Qualitative Research, 7(4), 119-139. DOI: https://10.29333/ajqr/13660
Addai-Mununkum, R. (2023, June 6). Cool qualitative tools you can use [Paper presentation]. Rhodes University Institute for the Study of the Englishes of Africa, Makenda, Eastern Cape
Addai-Mununkum, R. (2023). Ghanaian High School Pidgin English and the quest for a new identity: Antilanguage or Decolonial Practice?. In Ian Siebörger University of Rhodes Seminar Series Rhodes University, Makenda, South Africa.
Amponsah, R. O., Addai-Mununkum, R., Commey-Mintah, P., & Christianah, F. , Amponsah, K. D. (2023). Amponsah, R. O., Addai-Mununkum, R., ComPerspectives of Basic School Level Headteachers in Accra Metropolitan Education Directorate about their Job Satisfaction amid the COVID-19 Pandemic. African Journal of Educational and Social Science Research, 11(1), 21-29. DOI: https://dx.doi.org/10.4314/ajessr.v11i1.3
Addai-Mununkum, R. (2023). From proselytization to democratization: Tracing the footprints of religion in Ghanaian Basic School Curriculum. In Amoako-Gyampah, A.K., Lundt, B., Agyeman E. A Education in Ghana: History and Politics. Langaa RPCIG, Yaoude. https://books.google.co.za/books/about/Educatio...
Acquaye, V., Addai-Mununkum, R., Acquah, S., Ananga, E. (2022). The new B. Ed. curriculum and the making of 21st Century teachers in Ghana: perceptions of UEW teacher trainees on digital pedagogies. International Journal of Basic Education, 4(3), 87-104.
Nthontho, M., Addai-Mununkum, R. (2021). Towards religious literacy in South African schools: is the Life Orientation curriculum potent enough?. Journal of Beliefs and Values, 42(4), 1-15. DOI: https://doi.org/10.1080/13617672.2020.1859790
Matemba, Y. H & Addai-Mununkum, R. (2021). Religious education in Malawi and Ghana: perspectives on religious misrepresentation and misclusion.
Addai-Mununkum, R. (2020). Curriculum Studies: Foundational issues. Sprint, Accra.
Addai-Mununkum, R. (2019). Students’ representation of “other” religions: Unearthing the disconnect between curriculum content knowledge and attitudinal change. Journal of Curriculum Studies Research, 1(1), 1-16. DOI: https://doi.org/10.46303/jcsr.01.01.1
Addai-Mununkum, R. (2018). Teacher identity, positionality and (mis) representation of religion in the Ghanaian school contexts: Insider/outsider case study perspectives. American Journal of Qualitative Research, 2(2), 40-59. http://www.ejecs.org/index.php/AJQR/article/vie...