Decolonising Nigerian Higher Education Curriculum: Re-examining the Philosophy, Policy and Structure for Inclusion and Narrative Transformation

尼日利亚高等教育课程非殖民化：重新审视包容性和叙事转型的哲学、政策和结构

• 批准号: 2695720
• 金额: --
• 依托单位: University of Bath
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2695720
• 关键词: Decolonising; Nigerian; Higher; Education; Curriculum

This project explores inclusion and exclusion issues within the Nigerian higher education system. The higher education system in Nigeria is currently facing myriad of challenges. While some of these challenges are existential, others have been ascribed to the incapacity of the "post-colonial" state to adapt to changing times, situations, and social realities (e.g., centralised authoritative management style, continued ideological and epistemological rigidity, access to HE and rights to equal participation in education, funding and curriculum transformation, discrepancies between available graduates and labour market skills, and alienation and exclusion due to a lack of proficiency in the medium of instruction (see Ake, 1979; Chinweizu, 1987; Taiwo, 1993; Okeke, 2001; Okebukola, 2003; Anyanwu, 2011; and Arowosegbe; 2016), which has prompted calls for decolonisation. Similarly, history was removed from the curriculum in the 1970s, leaving generations of Nigerians unaware of their history (Agbelusi, 2015). Students' anger and frustration with the existing educational system have been amplified through various protests such as #ENDSARS, #ASSUStrike, #SchoolIsAScam #Feemustfall, #Rhodemmustfall at several African universities, calling for the decolonisation of HE curricula in Africa through a reframing of the access, content, and context of the curriculum (Dei, 2015, Le Grange, 2016; Walton, 2018).This research is aimed to contribute to the decolonial discourse, its struggle and transformation of higher education, especially in the global south, by unmasking the western logic that epistemicides alternative ways of knowing and de-multiculturalise universities through curriculum and pedagogies analysis and assessment. It also aimed to bring to the fore the issues around Inclusion and exclusion raised by the policy of admission and selection into higher education. Finally, it will give the oppressed or marginalised students the avenue to share their everyday experiences of inequity and inequalities due to the colonial nature and structure of the university.Specifically, this study will answer these questions:(a) What issues around Inclusion are raised by Nigerian policies of admission and selection to university?(b) To what extent do the higher education curriculum and pedagogies reflect the socio-cultural reality of the students' pluralistic nature?(c) What kinds of inequalities do students experience in the Higher Education system in Nigeria?This study will employ an institutional ethnography involving semi-structured interviews, longitudinal studies, and observations as the qualitative methodology to explore the narrative of Inclusion and exclusion in Nigeria's higher education and hope to develop further while completing this research. Using a purposive sample technique, three institutions in Nigeria will be chosen and visited from the Northcentral, South-South and South-Western based on their diverse enrolment, established practice of Inclusion, and internationalisation. My proposed project partner- Teach for Nigeria, is a partner to these institutions and will provide access and selection of the participants. As an influential advocacy and lobbying organisation in Nigerian education, the body will also be critical to driving the policy/practice impact of the project. During the process of data collection, attention will be on students' knowledge access, curriculum content sensitivity to their socio-cultural reality, and inequalities. An ethical framework and critical reflexivity would guide the data collection and analysis of the interview data.

该项目探讨了尼日利亚高等教育系统内的包容和排斥问题。尼日利亚的高等教育系统目前面临着无数的挑战。虽然其中一些挑战是存在性的，但其他挑战被归因于“后殖民”国家无法适应不断变化的时代、局势和社会现实（例如，中央集权的管理风格，意识形态和认识论的僵化，获得高等教育的机会和平等参与教育的权利，资金和课程改革，现有毕业生与劳动力市场技能之间的差距，以及由于缺乏对教学语言的熟练程度而造成的疏远和排斥（见Ake，1979; Chinweizu，1987; Taiwo，1993; Okeke，2001; Okebukola，2003; Anyanwu，2011;和Arowosegbe; 2016），这促使人们呼吁非殖民化。同样，历史在20世纪70年代从课程中删除，让几代埃塞俄比亚人不知道他们的历史（Agbelusi，2015）。学生们对现有教育体系的愤怒和沮丧情绪通过各种抗议活动得到了放大，如#ENDSARS、#ASSUStrike、#SchoolIsAScam、#Feemustfall、#Rhodemmustfall等，这些抗议活动在几所非洲大学举行，呼吁通过重新定义课程的获取、内容和背景，实现非洲高等教育课程的非殖民化。（Dei，2015; Le Grange，2016;沃尔顿，2018年）。这项研究的目的是促进非殖民化的话语，其斗争和高等教育的转型，特别是在全球南部，通过揭露西方逻辑，即认识论抹杀了其他认识方式和去认识方式，通过课程和教学分析和评估，使大学实现多元文化。它还旨在突出高等教育录取和选拔政策引起的包容和排斥问题。最后，它将为受压迫或边缘化的学生提供一条途径，分享他们因大学的殖民性质和结构而遭受的不公平和不平等的日常经历。具体而言，本研究将回答这些问题：（a）尼日利亚大学入学和选拔政策提出了哪些包容性问题？(b)高等教育课程和教学法在多大程度上反映了学生多元化的社会文化现实？(c)学生在尼日利亚的高等教育系统中经历了哪些不平等？本研究将采用一种制度民族志，包括半结构化访谈，纵向研究，和观察作为定性方法，探讨在尼日利亚的高等教育的包容和排斥的叙事，并希望进一步发展，同时完成这项研究。使用有目的的抽样技术，将选择尼日利亚的三个机构，并根据其多样化的招生，包容性和国际化的既定做法，从中北部，南南和西南部进行访问。我提议的项目合作伙伴--为尼日利亚教书，是这些机构的合作伙伴，将提供参与者的准入和选择。作为尼日利亚教育领域有影响力的倡导和游说组织，该机构对推动该项目的政策/实践影响也至关重要。在数据收集过程中，将关注学生获取知识的情况、课程内容对学生社会文化现实的敏感性以及不平等现象。道德框架和批判性反思将指导访谈数据的数据收集和分析。