DECOLONISATION OF NIGERIAN EDUCATION SYSTEM
Education in any society is crucial. Its enduring role in every single society is to prepare individuals to participate fully and effectively in their world. It prepares youths to be active and productive members of their societies by inculcating the skills necessary to achieve these goals.
Education in Nigeria prior to colonial rule was fundamentally, targeted towards producing an individual who grew to be well grounded, skillful, cooperative, civil, and able to contribute to the development of the community. It was based on a “gradual and progressive achievement in conformity with successive stages of physical, emotional, and mental development of the child” (Moumouni 1968, p. 15). Instructions were delivered in native language by way of songs, stories, legends, proverbs, and dances to stimulate children’s emotions and quicken their perceptions as they explore and conquer their natural environment.
Colonialism, however, came, took it all when we had thought that we had it all. As the Oxford dictionary of politics defines colonialism as the policy and practice of a strong power extending its control territorially on weaker nations or people, so did the British acquire full political control over Nigeria, occupying it with settlers, and exploited us economically. Unfortunately, this colonialist education was their most powerful instrument. They sought not to conquer physically, but mentally and psychologically, making sure that all manners of patriotism and pride of heritage be subjugated; thus, they introduced an education system that suits their purpose.
British history became ours to study, leaving African history as unimportant. Their constitution, growth, and literature were being taught. The white man’s language became our lingua franca. Our traditional equity over equality was made mess of on the altar of feminism. The imposed educational system never grew out of African philosophy. It was designed to promote the most rational use of material and social resources, not the development of the individuals; a contrast from pre-colonial traditional education.
This we thought would have ended just as soon as the union jack was lifted. But 55 down the years, what seemed an imposed culture is now the norm even without acquiescing to it under duress. For those who wish to have a presentable O-level certificate, at least, a credit in English Language is paramount; failing Yoruba, Igbo, or Hausa does not matter. Foreign literatures still gain more ground than our locally authoured stories. There is so little documentation about our past, but enough references on English histories in our Libraries. Needless to mention, most of the recommended materials by even our lecturers are foreign texts. Does it mean that Nigeria is under the grip of neo-colonialism?
Public opinion suggests that although we were given independence politically, our country was never released economically. “Economy” was the reason Nigeria was colonized in the first place, this brought up the need of imposing their educational system on us. If truly, our economy is yet be granted independence, then it can only be taken by the instrument they used to conquer us; education. Thus, the need to decolonize the system.
Sometimes, ones destination is linked by several pathways. And other times, by a single steep slope. As for decolonizing the education system, the first thing that crosses the mind is how to filter all colonial identities from the system. One of the ways and the most clamoured for is the use of our indigenous mother tongues in the teaching-learning process. As emphasized by Professor Kolawole of the department of Teacher Education, University of Ibadan, that not only should it be used in the classrooms, it should also be made mandatory in writing thesis and research projects. Recommended texts and materials should be written in our various languages or otherwise translated. Language is crucial because it defines a nation. China today, is what it is simply because it never gave in to the use of a borrowed language. Even the world super power, the United States of America developed its own English language different from the one spoken by their former masters, Britain. Psychologists also argue that teaching a child in his own dialect increases his/her retention arouses interest, and boredom is kept at bay for longer periods. It’s high time we in high spirit frown at schools making big talk of british curriculum. In subsequent years to come, let it be known and written that Britain is to English and Nigeria is to Yoruba, Igbo and Hausa.
Second, in my opinion is revisiting the uniforms in our school. Although the current styles are good, traditional styles should also be encouraged. Our native Ankara, Kaki, lace and other wears should be used in making uniforms in place of the English and China white cotton. The concept of suit and tie should not be seen as the only formal dressing codes, for it defies reality especially in hot weather conditions. Our fila (head cap), agbada (large dress), and iro (wrapper) should suffice. Our classes should showcase the diverse culture of Nigeria through our dressing. Seminars, symposiums, debates, and other educational ceremonies should once again lift up the Nigerian pride and not the bulletproof looking clothes. Let the world be swayed by the beauty of Nigerian tradition wherever we are, let’s be dressed for what we are.
Finally, Akomolafe and Dike (2011) feels that the adoption of better universities and schools are not needed, but the pluralization of educational options, the leaning towards communities who do not subscribe to the assumptions behind formal educational praxis, and the privileging of worldviews hitherto relegated to the periphery is paramount.
Whatever the opinion, it still serves one fact that the Nigerian education system needs to be decolonized and it is high time we pose our Dear John letter to colonial education.
