Abstract:
In spite of the significant contributions of the Manhyia Palace Court in conflict resolution in Ghana, it has been under-studied, especially regarding processes for resolving conflicts, factors considered in determining cases, perspectives of disputants as well as challenges the court faces in resolving conflicts. In view of this dearth in research, this study employed the theory of Procedural Justice to explore conflict resolution mechanisms of the Manhyia Palace Court. Using interpretivist paradigm, this study adopted the qualitative approach and case study design. Through purposive and convenience sampling techniques, fifteen (15) participants were selected for the study. Semi structured interview and observation guides were used to gather data from the participants; and thematic analysis, particularly emerging themes (apriori) was the focus of data analysis. Findings of the study showed that different mechanisms are adopted by Manhyia Palace Court to ensure fair adjudication of cases. These mechanisms included swearing and witness of the Ntamkese or through petition. Additionally, as part of the mechanisms, the court upholds the culture of the Asantes, verifies claims presented by disputants, ensures the provision of evidence by disputants, and the Asantehene sometimes consults ancestors in the stool before a case is determined. However, difficulties in tracking cases, over dependent on Asantehene and inadequate knowledge of customs and traditions were challenges faced by the Palace Court in resolving conflicts. The perspectives of disputants concerning the conflict resolution mechanism are fairness in the Palace Court and silence when judgement is administered. Hence, it is recommended that there should be effective use of technology in the Manhyia Palace Court by the office of the Registrar, and also, disputants should be encouraged by Nananom to appeal in instances they feel dissatisfied about a resolution.
Description:
A thesis in the Department of Social Studies Education,
Faculty of Social Science, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Social Studies Education)
in the University of Education, Winneba
JUNE, 2024