Cultural wealth as pedagogy: Elders’ knowledge and community engagement in sustaining linguistic and cultural heritage

In this article, we explore the marginalization of Ghanaian languages, specifically Dagbani, in educational settings and highlight community-based initiatives as alternative sites for promoting and preserving linguistic and cultural heritage. The study showcases how indigenous languages can be promoted through arts and community engagement among youth drawing from the knowledge of elders in the community. This case exemplifies the potential for Elders’ Knowledge and community cultural wealth to inform inclusive educational practices that valorize indigenous languages and cultures. Although the persistence of English continues to be hegemonic in Ghanaian education, both children and adults are energized in their learning when they see a future in their indigenous language. We offer suggestions and opportunities for reimagining schools based on the inclusive learning practices we observed in Yendi.