Wanlov the Kubolor Critiques Adisadel College's 'Power-Focused' Teaching Culture
Ghanaian filmmaker and musician Emmanuel Owusu-Bonsu, popularly known as Wanlov the Kubolor, has offered a candid and critical look back at his secondary education at the prestigious Adisadel College (Adisco). In a recent interview with Kafui Dey, the eccentric artist shared his views on the school’s pedagogical approach during his time, suggesting that the faculty's priorities were often misplaced. Wanlov expressed his belief that teachers were more focused on exerting their authority and maintaining power dynamics than on the actual academic development of their students. Central to Wanlov’s critique was the assertion that the educational environment at Adisco was sometimes more about discipline and control than imparting knowledge. He noted that teachers were often more interested in "showing power and inflicting harm" than in teaching. This atmosphere seemingly fostered a sense of detachment for the artist, who felt that the traditional classroom setting was more about conforming to authority than genuine intellectual engagement. The "Kubolor" persona was evidently in its formative stages during his high school years, as Wanlov recounted various tactics he used to skip classes. He detailed how he would hide cutlasses around the school campus to use as props; when questioned about his absence, he would use the tools as an excuse to claim he had been performing outdoor duties or chores. This allowed him to spend time socializing with friends instead of attending lectures. His absences were so frequent that he recalled a specific incident where a teacher failed to recognize him as a registered student when he eventually appeared in class, further illustrating his disconnected relationship with the formal school structure. Wanlov’s reflections provide a unique perspective on the culture within some of Ghana's most elite schools. While Adisadel College is renowned for its academic excellence and strong alumni network, Wanlov’s account sheds light on the experiences of students who felt alienated by rigid structures and authoritarian teaching styles. His story serves as a reminder of the diverse ways in which individuals engage with institutional education and how these early experiences can shape the unconventional artistic paths they later choose to follow.
