Prof. Addai-Mununkum, Richardson
| +23355971000 | |
| ramununkum@uew.edu.gh |
Addai-Mununkum, R. Darkwa, J. B. (2025). “We would like to have some playing time here too” – Ghanian students push back at essentialist teachers and cognitive focused curriculum in resource rich school. International Journal of Qualitative Studies in Education, 39(1), 1-17. DOI: https://doi.org/10.1080/09518398.2025.2470942
Addai-Mununkum, R. (2025). Catch them young! Inspiring climate action and activism through Ghana's basic school curriculum. Environmental Education Research, 31(3), 1-16. DOI: https://doi.org/10.1080/13504622.2025.2462788
Amponsah, R. O. Addai-Mununkum, R., Adjei-Boateng, E., Commey-Mintah, P., Amponsah K. D. (2024). Working during the pandemic: headteachers’ experiences in primary and junior high schools in Accra metropolitan education directorate. Papers in Education and Development, 42(1), 21-29. DOI: https://dx.doi.org/10.56279/ped.v42i1.2
Asante, A. B., Antwi, T., Addai-Mununkum, R. (2024). Applying Adlerian Therapy to Adverse Childhood Experiences in university students. International Multidisciplinary Journal of Research and Education (IMJRE), 2(1), 43-60.
Agordzo Edoh-Torgah, N., Addai-Mununkum, R. (2024). Surviving child labour through forgiveness and self-efficacy: Implications for counselling practice. International Journal of Psychology and Counselling, 16(1), 1-16.
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
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
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
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
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...
Amponsah, R. O. Richardson Addai-Mununkum, R., Adjei-Boateng, E., Commey-Mintah, P., Amponsah K. D. (2014). Working during the pandemic: headteachers’ experiences in primary and junior high schools in Accra metropolitan education directorate. Papers in Education and Development, 42(1), 27-44.