Abstract:
This study is a contribution to knowledge on the existence of succession conflict within
the Akuapem traditional area. The study focused on the dynamics, actors and effects of
the conflict. Methodologically, this study anchored on an interpretivist philosophical
viewpoint and employed a qualitative approach with ethnographic research design.
Thirty-four (34) adults who have lived in the area for the past five (5) years participated
in the study. They included members of the traditional council, the Akuapem North
Municipal Assembly, the royal gates to the paramountcy and others within the
community. Using extreme case sampling, critical case sampling and convenience
sampling techniques are techniques used to select participants. Data were collected with
the use of interview guide while conducting interview and focus group discussions.
Observation was also used as a technique to solicit data for the study. The data collected
were analyzed thematically in line with research questions and emerged patterns from
the dataset. The study found out that the dynamics of the conflict revolved around
causes, nature and frames participants hold to the conflict. The findings showed
multiple causes that resulted in the exacerbation of the conflict. The findings also
revealed multiple actors who operated in different capacities, and engage in the conflict
based on divergent interests. The findings indicated that the conflict has had multiple
and complex effects on the society and her people. A major conclusion drawn from the
study was that the conflict as hurled within the chieftaincy institution in Akuapem has
complex dynamics and thus, has had multiple implications on the stability and
development of the society. The study recommended that various measures must be in
place by the government and various institutions concerned with the issue as well as the
traditional area to address the succession issue and adequately ensure the full
functioning of the institution and the society.
Description:
A thesis in the Department of Social Studies,
Faculty of Social Sciences Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Social Studies Education)
in the University of Education, Winneba
