This article aims to shape understandings of the geographies of informal education by exploring an aspect of education that has been broadly overlooked by geographers to date—apprenticeships—within a Global South context. Drawing on qualitative research conducted in Accra, Ghana, where young male and female apprentices learn a trade alongside master craftspeople, the nature of the apprenticeship system and how it is evolving are explored. The article develops an analytical framework for examining the dynamics of informal education with three core elements: the people and everyday praxes; the materialities, technologies, and spatialities of the learning process; and the regulatory apparatus. The apprenticeship system in Ghana is shown to be constantly evolving, with some aspects of the learning process remaining informal, some being formalized, and still others informalized; the extent and nature of these processes vary between trades and over time. The article thus demonstrates how the boundary between informal and formal education is far from clear-cut, with processes of informalization and formalization occurring concomitantly. Calls are made to expand the agenda of geographies of informal education in both the Global North and South to incorporate livelihood-related issues, including apprenticeships, and geographers are challenged to rethink the informal–formal divide within education. This timely research thus forms part of broader trends to consider how addressing the Global South forces a rethinking and revisioning of theoretical frameworks. Key Words: Africa, apprenticeship, education, Ghana, informal. © 2019, © 2019 by American Association of Geographers.
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