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Implementation of the Nigerian Civic Education Curriculum to Develop Effective Citizenship in Young Learners: Stakeholders Perspectives

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Implementation of the Nigerian Civic Education Curriculum to Develop Effective Citizenship in Young Learners: Stakeholders Perspectives Implementation of the Nigerian Civic Education Curriculum to develop Effective Citizenship in Young Learners: Stakeholders Perspectives A thesis submitted for the degree of Doctor of Philosophy by Samuel Olayinka Idowu B.Ed., M.Ed., LL.B., B.L College of Business, Arts and Social Sciences, Department of Education, Brunel University, London November, 2015 1 Abstract Independent Nigeria is confronted with a plethora of citizenship (socio-political) issues and problems which various informal citizenship advocacy programmes have been unable to resolve. Also, sundry formal school programmes like social studies curriculum used to develop effective citizenship failed due to implementation lapses. This failure led to the severing of citizenship issues from social studies to form a new subject called civic education. Thus, this research was conducted to appraise the effective implementation of the school civic curriculum at the basic and senior secondary levels in Lagos and Ogun states, in the south-western geo-political zone of Nigeria. Three sets of stakeholders who are key civic curriculum implementers were selected as participants: twenty-nine teacher educators at colleges and universities; two hundred and ninety-eight civic teachers and five hundred and seventy learners at basic and senior secondary levels. Open and closed questionnaires and focus group discussion were administered on these participants. The study adopted an ethno-nationalistic, critical and global citizenship theoretical framework to underpin the study. This was because the issue and activity based curriculum objectives were to develop effective citizenship along nationalistic (political) citizenship with the marginal intent of developing critical/global (apolitical) citizenship. The study showed that classroom civic curriculum implementation focused more on learners' knowledge constructions with less emphasis on developing skills and dispositions due to inadequate school extracurricular programmes. In line with the objectives, teachers focus more on political knowledge at the expense of nongovernmental (apolitical) issues. The above findings were due to the inadequate recruitment of civic teachers leading to personnel improvisation which entailed seconding teachers lacking civic content knowledge and pedagogical skills to teach the subject. Also, the study showed eclectic pedagogical classroom practices whereby teachers mixed active (learner-based) pedagogies with didactic (teacher-based) teaching style to implement classroom civic education. The study also found that focus on knowledge construction and teacher-centred pedagogies reflected inadequate and/or irregular training which resulted in civic teachers' self-empowerment to improve their content knowledge and teaching skills. Teachers lacked mediation tools like textbooks and other teaching aids to properly implement civic content in the classroom. Evidently, i implementation lapses that hindered social studies objectives are also a barrier to effective implementation of civic education curriculum in our schools. ii Dedication This thesis is dedicated to: The Almighty God who abided with me throughout this programme My late Mother: Florence Ajoke Nurata Idowu My wife: Olubukola and My girls: Erioluwa and Inioluwa. iii Declaration I hereby declare that this Thesis is the result of my independent investigation, except where I have indicated my indebtedness to other sources. I hereby certify that this Thesis has not already been accepted in substance for any other degree, nor is it being submitted concurrently for any other degree. I hereby give consent for my Thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. Signature: ………………………………………………………………………… Samuel Olayinka Idowu (Candidate) Date: ………20/2/17……… Signature: …………………………………………………………………………. Dr Deborah Jones (Supervisor) Date: ……22/2/17………….. Signature:……………………………………………………... Professor Paul Cooper (Supervisor) Date: ……26/2/17………….. iv Acknowledgements The steadfast love of the LORD never ceaseth, HIS mercy never comes to an end. They are new every morning, great is thy faithfulness O LORD (Lam 3:22-23). Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone. (John F. Kennedy Proclamation 3422 - American Education Week, July 25, 1961 To God be the glory for the great miracles and wonders performed in this year of miraculous completion of projects in the Redeemed Christian Church of God. Obviously without the King of Kings and the Lord of Lords, it would have been impossible to complete this thesis. He started the good work and completed it. I can now sing: "now that the battle is over I am more than a conqueror". I sincerely express my profound gratitude to my current supervisors; Dr Deborah Jones (Reader in Education), Professors Paul Cooper and Ian Rivers for yielding to God’s instructions and call to guide me when all hopes of completion were almost lost while writing this thesis. Indeed, you are role models and a source of inspiration to me. My PhD journey could have been mission impossible but for God's timely intervention using the two of you to keep me going. Thus, my deepest gratitude to you both for this uncommon advice, mentoring and support which restored hope, confidence and motivation to complete the thesis. I remember feeling empowered and ready to go on after my first visit to your office, Professor Cooper, and the next meeting with you and Professor Rivers. Since then, I never looked back. Also, I appreciate the contributions of Professor R. M. Brooks, Drs H. Dismore and H. Mendick my initial supervisors and also Christine Preston who proof read this thesis to raise it to its current standard. I wholeheartedly thank my wife Bukola, my girls, Eri and Ini for being there for me. You all showed unbelievable resilience, patience and understanding when I was not there for you. The love from God and you all kept me going, especially during the turbulent period of uncertainty. My deepest gratitude goes to you my baby girls because you encouraged me to always strive to reach for the best while giving me your steadfast and total support and commitment. It is a rare privilege and great honour to have you all as my family. You are the most patient, enduring and supportive family in the world. v I sincerely appreciate the constant prayers of my father Pastor L. O. Idowu, sister, S. O. Oshiwusi; immeasurable and relentless support of my junior brothers Engr. O. A. Idowu, Dr W. O. Idowu (Associate Professor) and especially M. O. Idowu (Germany). I am indebted to Professors Tunde Samuel and Oguntoye, former Provosts, Michael Otedola College of Primary Education, Noforija, Epe, Lagos state, Nigeria, and to TECTFund, Nigeria, through whom I got the scholarship and study leave for this programme. I also thank Professors S. F. Ogundare, B. Ogunyemi, and S. Ajiboye. Drs E. Alademerin, Bolaji Stephen and F. Ojetunde. Also, I thank Messrs A. A. Adebayo, W. Salau, O. A. Ogunlari, Jimoh Saaka and Oyibojaboh, P. O (MOCPED ICT centre) and Mrs A Emanuel, T.O. Olabode, Onabajo for the diverse assistants throughout the PhD programme. I would like to thank all the lecturers, basic and senior secondary civic teachers and all the students that voluntarily participated in this study. I am also grateful to Sam Efunbajo and his wife, Fadeyi Akinjide, Muyiwa Adesanya, Kayode Ogunwale. I am particularly grateful to the family of big Debo, Ronke, Victor and Elizabeth Ogunade, Austin and his wife, Pastor Gbemiga whom the Lord used to provide shelter (accommodation) when I was thrown out into the cold at the last minute of this PhD journey. I also thank Mrs Okene, Olaonipekun Adeyemi, Sola Shodeinde-Adesina, The word of God says: "And by a prophet the LORD brought Israel (Samuel Olayinka Idowu) out of Egypt, and by a Prophet was He preserved" (Hosea 12:13). I am indebted to Late Prophet Michael Olutayo Salawu (General Overseer, CAC Revival Centre Worldwide), Prophet (Baba) Adesina, Prophets Olaoluwa Ibilola (Australia), Pastors Samuel Adebola Gray, Olufemi Samuel Emanuel, Tobi Okunsanya, Tunde Longe, Segun Ikusika, Olalekan Israel Ogooluwa and Prophetess Afolabi. God used you to open the closed doors. I appreciate your immeasurable spiritual contributions to my life and the successful completion of this programme. vi Table of Contents Abstract ..................................................................................................................................... i Dedication ............................................................................................................................... iii Declaration .............................................................................................................................. iv Acknowledgements .................................................................................................................. v List of Tables ......................................................................................................................... xiii List of Figures .........................................................................................................................xiv List of Abbreviations ..............................................................................................................xiv Chapter 1 ...............................................................................................................................
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