Tamale College of Education Honors Madam Lydia Napari for Writing Thesis in Dagbanli
In a groundbreaking achievement, Madam Lydia Napari, a distinguished graduate of Tamale College of Education, has made history by writing her entire thesis in Dagbanli, the language of the Dagomba people.
Her remarkable accomplishment was recently honored by the institution, marking a significant milestone in promoting the use of indigenous languages in academic work.
Madam Napari’s decision to write her thesis in Dagbanli reflects her commitment to preserving and elevating her cultural heritage.
While academic theses in Ghana are traditionally written in English, she challenged the norm, opting for Dagbanli to underscore the importance of local languages in education and scholarship.
This move resonates deeply with ongoing discussions about decolonizing education and making it more inclusive by integrating indigenous languages into formal learning.
Tamale College of Education, recognizing the significance of her effort, lauded Madam Napari’s bold initiative. The school’s administration expressed their pride in her achievement, emphasizing that her work serves as a model for other students and educators.
It also demonstrates that local languages can be as effective as English in conveying complex academic ideas and fostering a deeper connection with one’s cultural roots.
Speaking at the ceremony, Madam Napari shared her motivation for choosing Dagbanli for her thesis. She highlighted the need for educators and students alike to embrace their cultural identities and languages, which are essential components of the African narrative.
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She further explained that her thesis aimed to encourage future generations of scholars to take pride in their mother tongues and contribute to the growing body of academic work in indigenous languages.
This honor bestowed on Madam Napari comes at a time when there is a renewed focus on the role of local languages in education in Ghana.
Advocates argue that learning in one’s native language enhances comprehension and retention, especially in early childhood education.
Her achievement has sparked conversation about expanding the use of indigenous languages not just in writing theses but also as a medium of instruction in schools.
Madam Napari’s work has opened doors for future scholars, and her recognition by Tamale College of Education underscores the growing appreciation for diversity in language within the academic space.
Her thesis in Dagbanli is not only an academic triumph but also a cultural statement—one that sets a powerful example for others to follow in preserving and promoting indigenous languages in education.
As Madam Napari continues to inspire, her legacy serves as a reminder that language is a vital tool for identity and knowledge, and embracing our linguistic heritage is key to fostering a more inclusive and culturally rich academic environment in Ghana.
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