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University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 Curriculum (English language) for multi-ethnic harmony in Nigeria. M. Olu Odusina University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Odusina, M. Olu, "Curriculum (English language) for multi-ethnic harmony in Nigeria." (1974). Doctoral Dissertations 1896 - February 2014. 2884. https://scholarworks.umass.edu/dissertations_1/2884 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. S/AMHERST 315DbbD13Sfl3DflO CURRICULUM (ENGLISH LANGUAGE) FOR MULTI-ETHNIC HARMONY IN NIGERIA A Dissertation Presented By Margaret Olufunmilayo Odusina Submitted to the graduate School of the University of Massachusetts in partial degree fulfillment of the requirements for the DOCTOR OF EDUCATION August, 1974 Major Subject: Education ii (C) Margaret Olufunmilayo Odusina 1974 All Rights Reserved iii ENGLISH LANGUAGE CURRICULUM FOR MULTI-ETHNIC HARMONY IN NIGERIA A Dissertation By Margaret 0. Odusina Approved as to style and content by: Dr. Norma J/an Anderson, Chairman of Committee a iv DEDICATION to My Father: Isaac Adekoya Otunubi Omo Olisa Abata Emi Odo ti m’Odosan Omo• « • * Ola baba ni m’omo yan » • • ' My Mother: Julianah Adepitan Otunubi Omo Oba Ijasi 900 m Ijasi elelemele alagada-m agada Ijasi ni Oluweri ke soggdo My Children: Omobplaji Olufunmilayo T. Odu§ina Odusina Omobolanle Oluf unmike K. • • » • Olufunmilola I. Odusina Omobolape * • A. Odus ina Omobolaotan Olufunmilopeda • & • # • My Husband: Dr. Jonathan P. Odubayo Odusina omo ko mu ko pad Awon6 0 • Osare ogun lo gbarigbari and In memory of our dearly departed SAMUEL ABIODUN OLUGBENGA OTUNUBI Omo Ajetunmobi Am'e^o m'^ye A m’asa mo ohun a ba ra Oni popondo ajaijatan A bigi owo siso l’oko bi ewele Kare o! UNDERSTANDING. DEDICATION, GOODWILL AND A PRAYERFUL FAMILY OF SINCERE V ACKNOWLEDGEMENTS The encouragement and assistance of many people made this study possible. Very deep and sincere gratitude is extended to my committee Chairman, Dr. Norma Jean Anderson, who gave many long hours of skilful guidance and personal attention during the preparation of the dis- sertation and throughout the entire doctoral programme. Sincere thanks is also extended to Dr. Barbara Love, Dr. Stanley Moss (members of the dissertation committee), and Dr. David Flight (Dean* Representative), whose useful guidance and professional judge- ments have helped bring this work to fruition. Special thanks is extended to Dr. Robert Sinclair and his "Curriculum Theory and Research" class, for the invaluable help rendered through the professional criticisms of the initial portions of this study. Grateful appreciation is extended to friends, relatives, colleagues and other fellow Nigerian citizens who have rendered great help and sincere cooperation in gathering data for this study. the Special gratitude is also expressed to Mrs. Olive McNeill for contributed in deep concern, patience and professional skills she has typing the whole work. Mr. & Mrs. I. A. Sincere acknowledgements is extended to my parents encouragements and prayer- Otunubi, who have provided so much unselfish thanks also to my children for ful support throughout my life. Sincere spent together. relinquishing the precious time we could have to my husband Dr. Jonathan Finally, deep appreciation is expressed encouragements, sacrifices and prayers F. Odubayo Odusina for his vi during this effort. Without his continued understanding this disserta- tion would not have been possible. vii ABSTRACT Curriculum (English Language) For Multi-Ethnic Harmony In Nigeria (August 1974) Margaret Olufunmilayo Odusina B.A. (English), University Of Massachusetts N.C.E., Olunloyo College, Ibadan University M.Ed., University Of Massachusetts Ed.D., University Of Massachusetts Directed by: Dr. Norma Jean Anderson "Give a man a fish he will feed for a day; teach him to fish and he will feed for life". —This is the maxim adopted in writing this curriculum diverse, model for application in Nigeria specifically. The nation is so adaptable) can physically and socially, that no single curriculum (however throughout the be appropriate for all the children in any named class whole nation is inter-ethnic nation. Yet the most urgent social need of the this need very effectively is trust, respect and harmony. How to satisfy The means adopted to achieve the over-riding goal of this dissertation. process of learning cognitive English the stated goal is the content and methods. The time selected m language skills through Affective Education 9-13 childhood and early adolescence: ages the life of the learners is late roughly. for type of material that should be This model therefore contains the the elementary classes 4, 5, and 6, and children's learning experiences in improve self- school. Its goals are to first two years of the secondary . — viii awareness, generate inter-ethnic harmony, and at the same time increase achievement levels in English language skills. A language is chosen as the content vehicle because most of human problems in inter-personal relationships are due to complete lack of, or a breakdown in communication the main function of languages. The English language is decided on because it is the language spoken, and spealcable by Nigerians for communications only, without any "possessive loyalty". Furthermore it is the language of instruction throughout the Western education system (in Nigeria) , except the first three years of elementary school. The resulting model of "appropriate" material is derived from the following inputs: 1. The physical and cultural environment of the nation, in- cluding the similarities, the differences, and the peculi- arities among the various ethnic groups. (only the ten most, populous ethnic groups that account for about 85/ of the nation’s population are described here and specifically considered) perceive one 2. How do the various ethnic groups in the nation hospiLal- another with regards to working and living, kindness, just a few? ity, wealth, intelligence, ana honesty, to name review and through This question is answered through literature a formal inter-ethnic survey. between the terms "Traditional 3. The differences and similarities Education and Education, Humanistic Education, Affective through a com- Confluent Education are thoroughly reviewed effects on learning parison of their theories, practice and from the reviews are then and the learners. Expositions ix applied to the Nigerian situation, and a logical conclusion to adopt Affective Education (name and methods) is aimed at. 4. The fourth and last input is the brief history of Western Education in Nigeria, a survey of the objectives of English learning in both the elementary and the secondary schools, and the current organization and structure of learning ex- periences in the schools, These inputs are also taken into consideration in the decision on how to operationalize the model most effectively in terms of the ultimate "National" and "local" curricula that would emerge. The essence of evaluation of the programme by all participants (especially learners) is emphasized; and a continual system of such evaluation suggested. To reduce counteractive influences on the effectiveness of this model, formal feasibility studies on the use of Affective Education methods in all hoped learning experiences (except the military) are recommended. It is include "formal learning that the scope of such studies would be widened to the living and experiences" that operate in the Islamic education system, called "traditional", and learning "apprentice" system that has often been in order to tune parents to the adult or continuing education programmes their children. Affective Education approaches in dealing with X TABLE OF CONTENTS COPYRIGHT il APPROVAL PAGE ±±i DEDICATION iv ACKNOWLEDGEMENTS v ABSTRACT vii TABLE OF CONTENTS x LIST OF TABLES xiii LIST OF ILLUSTRATIONS xiv CHAPTER I. INTRODUCTION 1 Statement of the Problem Purpose of the Study . 6 Design of the Study . 9 Significance of the Study 10 Delimitations of the Study 11 CHAPTER II. CURRICULUM BUILDING AND LEARNING PROCESSES 13 Introduction 13 The Definition of Curriculum 13 Processes of Curriculum Building 21 Humanistic Education Theories and Theorists • 26 Learning Theories in Humanistic Education ... 27 Affective School of Thought Confluent Education Psychological Education The Learner and the processes of building an effective curriculum 38 40 Selecting "Good" Curriculum • Educational Objectives Sources Studying the Learner Effective Organization of an Effective Curriculum Evaluation Humanistic Literature Review on the Scope and Limitations of 54 Education Methods CHAPTER III. NIGERIA (1974) Physical Features . Culture-Types in Nigeria The States 8 xi Social Culture Groups 74 The Monarchic-Savannah Cultures The Republican-Rain Forest Cultures The Monarchic-Rain Forest Cultures The Big Ten 81 Edo 81 Efik 87 Fulani 92 Hausa 99 Ibibio 104 Ibo 108 Ijaw 114 Kanuri 122 Tiv 130 Yoruba 135 The Big Ten As they see themselves and As They see each of the other nine . 143 Inferrences 145 Tables 1.1-1 . 146 CHAPTER IV. WESTERN EDUCATION IN NIGERIA 155 Elementary School Education 157 English Language
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