There is a great need for new practices to match evolving theories in decolonizing and democratizing the field of African history. This article is a report on a research practice undertaken in the Central Region of Ghana in which researchers worked with teachers to deliver a community-based history experience for high school teachers. The historians contributed lessons in methodology as well as an approach that valued the students as co-creators. Students selected their own research topics and produced original interpretations for their community. The evidence from this intervention suggests benefits for researchers, students, and community members. Although it required a great deal of preparation and learning on the part of the historians, this kind of practice may build community confidence in the researcher, foster valuable partnerships, produce more accurate information and interpretations, and nurture the development of future historians from local communities.
