The Member of Parliament for Ketu North, , has called for the immediate review and possible recall of a Junior High School Social Studies textbook over what he describes as dehumanizing and historically misleading content.
In a statement dated 17 February 2026, the MP raised concerns about portions of the Aki-Ola Series Social Studies textbook that reportedly outline “benefits Ghana has derived from colonization.”
MP Condemns Textbook Content
According to Mr. Agbana, the referenced content not only presents false narratives but also attempts to portray colonization as beneficial to Ghanaian society.
He stated that such representations sanitize a painful chapter of African history and risk distorting the understanding of students. The MP argued that colonization was marked by systematic violations of human rights, identity, and dignity, and should not be framed in a manner that appears to justify or glorify its impact.
Link to Reparations Advocacy
The Ketu North legislator also referenced the broader continental discourse on reparations, noting that Ghana’s President, , has been championing efforts toward historical accountability and justice at the African Union and international levels.
He described it as contradictory for Ghana to pursue reparative justice globally while educational materials appear to present colonization in a favorable light to schoolchildren.
Petition to Ghana Education Service
Mr. Agbana announced his intention to formally petition the to review the textbook and ensure that any harmful or misleading content is removed from the curriculum.
He stressed that Ghana’s education system must reflect historical integrity and present an accurate account of slavery and colonization, emphasizing their negative and inhumane consequences.
“Our education system must reflect truth, justice, and historical integrity,” he noted, adding that children deserve an education grounded in dignity and factual representation of Ghana’s past.
Curriculum Review Debate Rekindled
The development is likely to reignite national conversations about curriculum oversight, textbook approval processes, and the teaching of colonial history in Ghanaian schools.
Education stakeholders have often called for balanced historical interpretation that acknowledges complexity while remaining faithful to documented historical realities.
The Ghana Education Service is yet to respond publicly to the MP’s call for review.
