DOCSLIB.ORG

Social Studies Education in Nigeria: the Challenge of Building a Nation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Social Studies Education in Nigeria: the Challenge of Building a Nation Social Studies Education in Nigeria: The Challenge of Building a Nation A thesis submitted for the degree of Doctor of Philosophy By Adedayo Oyewole Sofadekan School of Sport and Education Brunel University, London December 2012 Abstract The general aim in conducting this research is to investigate the teaching and learning of Social Studies in Nigeria and to understand how it is taught and its role in fostering tolerance and appreciation for cultural differences. However, teachers of Social Studies often adopt different methods. Hence, it is important to understand how their teaching impacts upon the day to day lives of Nigerians. This study is made up three discrete studies, each building upon the one before, but all three studies tell a story. Several types of data collection methods were used to obtain the findings. These included interviews, questionnaires and a class-based study. The first study explored qualitatively how ex-students have used the knowledge they gained in Social Studies in their daily lives. The second study was conducted to examine the challenges that teachers’ faced in the delivery of the Social Studies curriculum while the third study focused on the effectiveness of a scaffolded approach in the teaching and learning of Social Studies. The findings revealed that there is a tension in the curriculum between how participants perceived Social Studies and the purpose of Social Studies as defined by the Government in Nigeria. The aims and objectives of the current Social Studies curriculum jar with the issues that some participants identified as being relevant to their daily lives. It also revealed that not all the teachers are Social Studies specialists, there are some non-specialist teachers teaching Social Studies. This may have accounted for diversity of teaching methods and opportunities. It was also reported that the curriculum content in Social Studies is not adequate for addressing the social issues and problems that face Nigeria today. The findings also show that using a scaffolded approach seems to have promoted students’ learning around issues relevant to their lives in Nigeria. The findings from this study revealed that there is a tension in the curriculum; it is my contention that it can be improved by using a scaffolded approach and by ensuring that Social Studies specialists deliver the content. i Dedication This Thesis is dedicated to my parents: Chief James Oluwafemi Sofadekan and Mrs Comfort Adunni Sofadekan ii 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: ………………………………………………………………………… Candidate Signature: ………………………………………………………………………….. Supervisor Date: ………………………………………….. iii Acknowledgments I want to use this medium to thank those who made this thesis possible. It would not have been possible to write this doctoral thesis without the help and support of the kind people around me. This thesis would not have been possible without the help, support and patience of my supervisors. Their encouragement and supervision from the preliminary to the concluding level enabled me to develop an understanding of the subject. The good advice and support of my first supervisor, Professor Ian Rivers, has been invaluable throughout the whole research process which made it enjoyable, for which I am extremely grateful. I am heartily thankful to my second supervisor Professor Sue Capel, for her critical advice and constructive feedback. I could not have wished for better and friendlier supervisors because their contribution to my research and the quality of the experience of doing a PhD has been immense. They are special people and outstanding academics and I have been very lucky to work with them. I am extremely grateful to all the participants that participated in this study, special thanks to the two schools that were used for the third study. I am also grateful to my research assistants for assisting in administering the questionnaires. My parents deserve special mention for their inseparable support and prayers. They put the fundament in my learning character, showing me the joy of intellectual pursuit ever since I was a child. They sincerely raised me with their caring and gentle love. Words are not enough to express my deepest appreciation to my dear beloved wife – Oluwafolawemi, for her love, affection, moral and financial support and more importantly for maintaining the home front which enabled me to concentrate on my studies. I will forever be grateful to you. My warmest appreciation must go to my children – Oluwafunmilopeda, Oluwafemifunayo and Oluwafayosetemifunmi, for bearing with me and also for showing understanding throughout the duration of my study. I am proud of you. I also owe thanks to my sisters and their spouses. They have given me their unequivocal support throughout, as always. The love and support from my relations deserve to be mentioned especially Chief and Mrs Rufus Morakinyo (JP), Mr and iv Mrs Jare Adefemi, Mr and Mrs Samuel Soyombo, Mr Akinola Kuforiji and family, Mr and Mrs Wole Fajobi, Mr and Mrs Olubunmi Fajobi. I owe a debt of gratitude to my friends and colleagues – Dr. A. Onivehu, Professor Niyi Benedict, Dr. E.A. Alademerin, Olatunde Ajayi, Soga Otelaja, Ademola Adewunmi, Niyi Olaitan, Olusegun Vincent, Emeka Dumbili, Samuel Idowu, Lucy Mwangi, Abeer Binali, Fawaz Al-Hakami, Donna Sherwood, Haja Haji Shahminan, Babajide Dasaolu, Mr. & Mrs Adewunmi Bello, Tunde Osiyale, Dapo Odukoya for their support and encouragement all the way through; their support has always been my source of strength and inspiration. The support from Professor Segun Awonusi and Mr. Femi Kayode the Vice Chancellor and Registrar of Tai Solarin University of Education, Ijagun, Ijebu-Ode deserve to be mentioned. Last, but by no means the least, I offer my regards and blessings to all of those who were important to the successful realisation of my thesis, as well as expressing my apologies that I am unable to mention them all personally, one by one. I am happy to acknowledge that the views, interpretation and conclusion, along with any omissions, inadequacies or errors that may remain in this work, are, of course, entirely my own responsibility. v Table of contents Abstract ........................................................................................................................ i Dedication ................................................................................................................... ii Declaration ................................................................................................................ iii Acknowledgments ..................................................................................................... iv Table of contents ....................................................................................................... vi List of Tables ............................................................................................................. xi List of Figures ........................................................................................................... xii List of Abbreviations ............................................................................................... xv Chapter 1 – Introduction ........................................................................................... 1 1.0 Introduction ........................................................................................................ 1 1.1 Background ........................................................................................................ 3 1.2 Research process ................................................................................................ 4 1.3 Thesis outline...................................................................................................... 5 Chapter 2 – The Context for Social Studies Education in Nigeria ........................ 6 2.0 Introduction ........................................................................................................ 6 2.1 The geographical location of Nigeria ................................................................. 6 2.2 People and culture .............................................................................................. 8 2.3 Post-colonial administration in Nigeria ............................................................ 10 2.4 The first civilian government 1960-1966 ......................................................... 10 2.5 Military rule in Nigeria ..................................................................................... 11 2.6 The second attempt at civilian rule in Nigeria.................................................. 13 2.7 State restructuring in Nigeria............................................................................ 14 2.8 Summary .......................................................................................................... 16 Chapter 3 – The Educational system in Nigeria: A review .................................. 17 3.0 Introduction .....................................................................................................
Load more

Recommended publications
  • What Is Social Studies?
    What Is Social Studies? In 1992, the Board of Directors of National Council for the Social Studies, the primary membership organization for social studies educators, adopted the following definition: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an inter- dependent world. Social studies is taught in kindergarten through grade 12 in schools across the nation. As a field of study, social studies may be more difficult to define than is a single discipline such as history or geography, precisely because it is multidisciplinary and interdisciplinary and because it is sometimes taught in one class (perhaps called "social studies") and sometimes in separate discipline-based classes within a department of social studies. Two main characteristics, however, distinguish social studies as a field of study: it is designed to promote civic competence; and it is integrative, incorporating many fields of endeavor. In specific and more detailed terms, these distinctions mean the following: 1. Social studies programs have as a major purpose the promotion of civic competence-which is the knowledge, skills, and attitudes required of students to be able to assume "the office of citizen" (as Thomas Jefferson called it) in our democratic republic.
    [Show full text]
  • The Role of the University and Its Future in Zimbabwe
    THE ROLE OF THE UNIVERSITY AND ITS FUTURE IN ZIMBABWE INTERNATIONAL CONFERENCE PAPERS THE ROLE OF THE UNIVERSITY AND ITS FUTURE IN ZIMBABWE 31SZ£3ICj3 ^ lSZ£ International Conference Papers Edited by: Dr. N.T. Chideya Dr. C.E.M. Chikomba Dr. A.J.C. Pongweni L.C. Tsikirayi, Esq. ACKNOWLEDGEMENTS The University is most grateful to: The Carnegie Corporation of New York for their very generous contribution of US$40000 towards the cost of the Conference. The Nedlaw Investment & Trust Corporation Limited for making available to the Conference the use of their staff bus. The Mayor and City Council of Harare for welcoming our international visitors. The Zimbabwe Promotion Council for providing us with Conference folders. Published by Harare Publishing House cnr Baker Avenue Second Street Harare Typeset by MSS (Pvt) Ltd. Printed by CTM Litho (Pvt) Ltd. 73 Cameron Street. Harare. Zimbabwe CONTENTS FOREWORD by Professor Walter J. Kamba General Introduction by the Editors Chapter 1 Opening Speech by the Prime Minister, the Honourable Robert G. Mugabe, M.P. Chapter 2 The University in Times of Change by Professor Asavia Wandira, Vice-Chancellor, Makerere University Chapter 3 The Role of the University in Development : Some Sociological and Philosophical Considerations by Professor Ralf Dahrendorf, Director, London School of Economics and Political Science Chapter 4 The Relationship between the University and Government by Professor Hasu H. Patel, University of Zimbabwe Chapter 5 University Reform : Changing the University to meet new needs by Dr. Herbert M. Murerwa, Permanent Secretary, Ministry of Manpower Planning and Development Chapter 6 University Curriculum and Research by Professor Deitrich Goldschmidt, Director of Max-Planck Institute, and Dr.
    [Show full text]
  • Social Studies (Sociology Emphasis)
    Woodring College of Education Endorsement Evaluation Social Studies( Sociology Emphasis) Name: Student ID Number: Candidates also complete a secondary education professional program. Grade required for endorsement courses: C (2.0) or better. Course substitutions must be clearly noted below. Social Studies (Sociology Emphasis 85-89 Credits) Sociology Requirements (40 credits) ❑ One course from: ❑ Any ONE of the following introductory courses: SOC 461 - Advanced Sociology of Education (preferred) (5) SOC 221 - Introduction to Population Issues (5) SOC 492 - Senior Thesis (5); SOC 234 - Special Topics in Sociology (5) Other 400-level capstone seminar SOC 251 - Sociology of Deviant Behavior (5) Other Social Science Requirements (41-45 credits) SOC 255 - Social Organization of Criminal Justice (5) ❑ One course from: SOC 260 - The Family in Society (5) ECON 206 - Introduction to Microeconomics (4) SOC 268 - Gender and Society (5) ECON 446 - Economics for the Teacher (preferred) (3) SOC 269 - Race and Ethnic Relations (5) ❑ One course from: ❑ Core Requirements: ECON 207 - Introduction to Macroeconomics (4) SOC 302 - Classical Sociological Theory (5) ECON 447 - Methods for Teaching About the National SOC 304 - Statistics for Sociology (5) Economy in the Public Schools (preferred) (3) SOC 306 - Sociological Research Methods (5) ❑ ENVS 204 - Human Geography (4) ❑ Three courses from: ❑ One course from: SOC 326 - American Family and Household ENVS 202 - Introduction to Environmental Studies and Demography (5) Sustainability (3) SOC 330 - The Self,
    [Show full text]
  • Social Studies Overview
    Social Studies Overview 2 Why Study Social Studies? n social studies classes students confront questions about the wonder and excitement of humankind in the world. How have humans defined themselves and made meaning of the Iworld? How are we connected to and different from those who have come before us? What does all of humankind have in common? Who are we as a nation and what are our values and traditions? How did we get to be the way we are? How have we found unity in the midst of our diversity? Which individuals and groups contributed to our development? What are our great achievements as a nation? Where have we failed and what do we need to change? What are our responsibilities to ourselves and to society at large? What will we be like in the future? What is our place in the world? In short, social studies classes help students understand their roots, see their connections to the past, comprehend their context, recognize the commonality of people across time, appreciate the delicate balance of rights and responsibilities in an open society, and develop the habits of thoughtful analysis and reflective thinking. In helping students answer these questions, social studies courses engage students in the study of history, geography, economics, government, and civics. Instruction draws on other dis- ciplines such as anthropology, sociology, political science, psychology, religion, law, archaeology, philosophy, art, literature, other humanities subjects and the sciences. Courses of study should give students the knowledge, intellectual skills, civic understand- ings, and dispositions toward democratic values that are necessary to function effectively in American society.
    [Show full text]
  • The International Journal of Humanities & Social Studies
    The International Journal Of Humanities & Social Studies (ISSN 2321 - 9203) www.theijhss.com THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES Baba Saheb Dr. B. R. Ambedkar- Founding Father of Civilization in the History of India Mattimalla Surya Raju Ph. D. Scholar, Department of History, Archaeology and Culture, Dravidian University, Kuppam, Andhra Pradesh, India Abstract: Father of Indian Civilization Baba Saheb Dr. B. R. Ambedkar was not only championed the cause of social justice for the untouchables, women, shudras and underprivileged sections of Indian society, but also Founding Father of modern civilization in the history of India. Baba Saheb Dr B R Ambedkar had worked vigorously throughout his life to challenge the authority of orthodox uncivilized Hindu Religious theories and practices that upheld violence, untouchability, vertical hierarchies, wicked human relations in an institutionalized manner with barbarian practices. The Ambedkar’s mission was to annihilate the Hindu religion in order to create a civilized society like white Christian societies which hold the strong modern liberal democratic ideas of liberty, equality and fraternity. Research paper analyzes the contribution of Baba Saheb Dr. B. R. Ambedkar in founding the modern civilization which is new to Indian society till the arrival of civilized white western colonial rulers in the beginning of the seventeenth century. Baba Saheb Dr B R Ambedkar was fought for the human rights of civilized Untouchables, uncivilized Shudras and unskilled higher caste Hindu women throughout his life. Ambedkar fought against uncivilized Hindu religion which uphold violence through its caste system and finally converted to Buddhism, which has less evils compared to his forefathers' religion.
    [Show full text]
  • Update on Research Output and Research Activities 2014
    Compiled By: Research and Postgraduate Studies Office Great Zimbabwe University P O Box 1235 Masvingo Tel: +263 (39) 254085 ext 169/164 Efforts have been made to present the research output and research activities as accurately as possible, although errors might have arisen from the process of entering details of individual research. Any errors are regretted and will be corrected in the next issue of the publication. i CONTENTS Editorial...............................................................................................................................iii Research Activities………………………………………………………………………....1 2014 Doctoral Graduates……………………………………………..…………………...10 Research Output Books.....................................................................................................................................14 Edited Books……………………………………………………………………………….14 Book Chapters......................................................................................................................15 Articles in Journals.............................................................................................................. 23 Conference Presentations.................................................................................................... 31 ii EDITORIAL This publication gives an overview of research output and research activities at Great Zimbabwe University (GZU), for the year 2014. Research output documented herein is in the form of books, edited books, book chapters, articles in refereed journals and conference presentations,
    [Show full text]
  • Curriculum Guide for Philosophy: Social Sciences 10-20-30
    DOCUMENT RESUME E D 175 746 SO 011 906 TITLE Curriculum Guide for Philosophy: Social Sciences 10-20-30. INSTITUTION Alberta Dept. of Education, Edmonton. PUB DATE 76 N OTE 172p. AVAILABLE FROM Department of Education, Government of Alberta, DevoniF luilding, Vest Tower, 11160 Jasper Avenue, Edaontc Alberta, Canada T51( 0L2 (61.50) EDNS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Beliefs: *Concept Teaching: Critical Thinking: Educational Needs: *Educational Objectives: Intellectual Disciplines: Intellectual History: *Learning Activities: Mysticism: *Philosophy: Platonism: Secondary Education: Social Sciences: Social Studies: *Teaching Methods: Units of Study ABSTRACT The document presents an introduction to the study of philosophy. It is intended as an aid to secondary school social studies classroom teachers as they develop and implementprograms which help students understand the relevance of 2hilosophy and opreciate philosophical thought. The document is presented in four general introduction and three modular units. The :.Atroduction describes philosophy's purpose and objectives and explains how philosophy can be added to the social studies curriculum. Unit I focuses on the origins of western philosophical thought. Topics discussed include transition from mythological understanding to philosophical reflection, search for order and harmony, identity and change, and the Aristotelian universe. Unit II discusses contemporary western philosophy, including historical roots, traditional philosophical problems, and the value of a philosophy as a basis for an individual's philosophy. The final unit investigates the relationship between people and ideas. Topics discussed include the nature of man, freedom versus predetermination, and political philosophy. Por each module, information is presented in chart-outline form on specific objectives, concepts and/or issues, supplementary materials, and learning activities.
    [Show full text]
  • Social Studies Education in Nigeria: Its Evolution and Development L
    SOCIAL STUDIES EDUCATION IN NIGERIA: ITS EVOLUTION AND DEVELOPMENT L. O. Awopetu. Abstract The introduction of social studies into the curricula of schools in Nigeria has being a major development in the education of the country. Within the short period of this introduction, it is now a core-subject at the primary and junior secondary levels of our education. This paper surveys the history of the development of the subject in Nigeria from the beginning to date, tracing its root from the United States and Britain. The paper concludes by highlighting some of the problems still facing the subject. Introduction Education in Nigeria, is now a pragmatic and dynamic one. This is one of the reasons changes continue to take place within its structure from time to time. The society which education is meant to serve is equally a dynamic one. Therefore to be relevant to the needs and aspirations of the society, education must continue to keep pace with changes in the society. This dynamism is reflected in the contemporary Nigerian society where educational policies have been very unstable, keeping in line with the unstable political climate of the country. Education is meant to solve the problems of the society (Audu, 1997) ; and since new problems keep surfacing in the society from time to time, education too must respond accordingly to keep relevant. It is this issue of relevance in education that leads to the emergence and development of new disciplines and curriculum in the area of education from time to time. The dynamism in education led to the introduction of social studies in the school curriculum as a discipline soon after World War II.
    [Show full text]
  • Virtual Conference Program
    VIRTUAL CONFERENCE PROGRAM National Council for the Social Studies www.socialstudies.org 2020 @NCSSNetwork December 4–6 #NCSS2020 CONNECT WITH US District Outreach Contacts Email Addresses Board of Governors District of Columbia Laura Shipley [email protected] District of Columbia Jean Durr [email protected] District 2 New York Graham Long [email protected] District 3 Philadelphia Todd Zartman [email protected] District 4 Cleveland Khaz Finley [email protected] Cincinnati Branch Alexandria Halmbacher [email protected] Pittsburgh Branch Cariss Turner Smith [email protected] District 5 Richmond David Bass [email protected] Baltimore Branch Kevin Woodcox [email protected] Charlotte Branch Yolanda Ferguson [email protected] District 6 Atlanta Princeton Williams [email protected] Birmingham Branch Julie Kornegay [email protected] Jacksonville Branch Lesley Mace [email protected] Miami Branch Gloria Guzman [email protected] Nashville Branch Jackie Morgan [email protected] New Orleans Branch Claire Loup [email protected] District 7 Chicago/Detroit Dustchin Rock [email protected] District 8 St. Louis Mary Suiter [email protected] Little Rock Branch Kris Bertelsen [email protected] Louisville Branch David Perkis [email protected] Memphis Branch Jeannette Bennett [email protected] District 10 Kansas City Gigi Wolf [email protected] Denver Branch Erin Davis [email protected]
    [Show full text]
  • Bachelor of Arts in Secondary Education: Social Studies Political Science Strand -- 133 Credits
    Bachelor of Arts in Secondary Education: Social Studies Political Science Strand -- 133 Credits (2015-2016 Redbook) JSCED-BA / JSSPS-TR (RG 661) (RQL 1327-10, 20) (RQL 1345-10, 30, 40) English Composition Cr Satisfied/Term Required Political Science Cr Satisfied/Term Engcmp 0003 or 0005 3 PS 0206 American Political Process 3 Engcmp 0004 or 0006 3 PS 1214 U.S. Congress (RQL 1335-10, 20, 30, 40) OR PS 1215 American Presidency 3 Natural Sciences Cr Satisfied/Term PS 1700 Political Science Research 3 Psy 0200 Intro to Psychology 3 Requirement Satisfied Psy 0260 Adolescent Development 3 (RQL 1345-20) Required Math Select one of the courses below Choose 3 of the following courses: Cr Satisfied/Term Math 0002/0071/0080/Stat 1020 3 PS 0210 National Policymaking 3 Math Elective Select one of the courses below PS 0302 Comparative Politics 3 Math 0002/ 0004/ 0071/ 0080/ 0121/ 0212/ 0221 3 PS 0310 Comp Developing Systems 3 Science Elective 3 PS 0501 World Politics 3 (RQL 1329-10, 20, 30, 40) PS 0601 Political Ideologies 3 Humanities Cr Satisfied/Term Requirement Satisfied CommRc 0052 Public Speaking 3 (RQL 1346-10, 20) Literature 3 Political Science Electives Appreciation 3 (Select any 4 PS courses-2 must be 1000 level) Cr Satisfied/Term Humanities Elective 3 PS 3 (RQL 1331-10) PS 3 Educational Studies Courses Cr Satisfied/Term PS (1000 +) 3 EdPsy 0006 Intro Educational Psy 3 PS (1000 +) 3 EdPsy 1021 Students w/Special Needs 3 Requirement Satisfied EdPSy 1025 Inclusion Strategies 3 EdPsy 1026 English Language Learners 3 Upper Level EdPsy 1121 Educ
    [Show full text]
  • Tennessee Social Studies Standards
    Tennessee Social Studies Standards Introduction ....................................................................................................... 1 Grades K-8 Standards Kindergarten ..................................................................................................... 20 First Grade ........................................................................................................ 26 Second Grade ................................................................................................... 33 Third Grade ....................................................................................................... 41 Fourth Grade ..................................................................................................... 51 Fifth Grade ........................................................................................................ 62 Sixth Grade ....................................................................................................... 75 Seventh Grade .................................................................................................. 88 Eighth Grade ..................................................................................................... 101 Grades 9-12 Standards African American History ................................................................................... 116 Ancient History .................................................................................................. 127 Contemporary Issues .......................................................................................
    [Show full text]
  • Introduction of Social Studies Education in Nigeria Schools: a Success Or a Failure
    International Journal of Education and Research Vol. 2 No. 4 April 2014 INTRODUCTION OF SOCIAL STUDIES EDUCATION IN NIGERIA SCHOOLS: A SUCCESS OR A FAILURE BY *OPOH, FREDRICK AWHEN [email protected] SUNDAY DAVID EDINYANG (Ph.D) And OGBAJI, DOMINIC IPUOLE DEPARTMENT OF CURRICULUM AND TEACHING FACULTY OF EDUCATION UNIVERSITY OF CALABAR CALABAR Abstract Paradoxically, the apparent euphoria that characterized the expectation of the founding fathers of Social Studies Education in Nigerian Schools appears to be flagging in the face of society characterized by moral decadence and man-made woes. This study was therefore designed to examine the introduction of Social Studies Education in Nigerian schools with a view to determine its success or failure. A research question was raised. A descriptive research design using the survey method was adopted. A 15 item questionnaire with agree and disagree options was designed by the researchers for data collection. The questionnaire was administered to a sample of 279 Social Studies teachers in Cross River State. Descriptive analysis using frequency and percentages was used for data preparation. The result of the analysis revealed that the introduction of Social Studies Education in Nigerian Schools is a failure with 59.50% of the 279 respondents used for study against 40.50% agreeing on its failure. Hence, it was recommended among others that Social Studies Education should be made to address issues that are today confronting the nation. The issues that are inimical to national development to be addressed include terrorism, armed robbery, hostage taking, suicide bombing, pipeline vandalism and among others. Keywords: Social Studies, Education, Moral decadence, Value, National Development, Success.
    [Show full text]