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

该项目探讨了尼日利亚高等教育体系中的包容和排斥问题。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、情况和社会现实(例如，中央集权的权威管理风格，持续的意识形态和认识论僵化，获得高等教育和平等参与教育的权利，资金和课程改革，可用毕业生与劳动力市场技能之间的差异，以及由于缺乏对教学媒介的熟练程度而导致的异化和排斥（见Ake, 1979; Chinweizu, 1987; Taiwo, 1993; Okeke, 2001; Okebukola, 2003; Anyanwu, 2011; Arowosegbe; 2016），这些都促使人们呼吁去殖民化。同样，历史在20世纪70年代被从课程中删除，使几代尼日利亚人对他们的历史一无所知（Agbelusi, 2015）。学生们对现有教育体系的愤怒和沮丧，通过各种抗议活动，如#ENDSARS， #ASSUStrike, #SchoolIsAScam # feemmustfall, #Rhodemmustfall，在几所非洲大学中，呼吁通过重新构建课程的获取、内容和背景来实现非洲高等教育课程的非殖民化（Dei, 2015, Le Grange, 2016; Walton, 2018）。本研究旨在通过揭示西方逻辑，通过课程和教学法分析和评估，扼杀了认识大学的替代方式，并使大学去多元文化化，从而为非殖民化话语、高等教育的斗争和转型做出贡献，特别是在全球南方国家。它还旨在突出高等教育录取和选拔政策所引起的包容和排斥问题。最后，它将为受压迫或被边缘化的学生提供一个途径，分享他们因大学的殖民性质和结构而产生的不平等和不平等的日常经历。具体来说，本研究将回答以下问题：(a)尼日利亚的大学录取和选拔政策提出了哪些关于包容性的问题？(b)高等教育的课程和教学方法在多大程度上反映了学生多元性的社会文化现实？(c)尼日利亚的学生在高等教育系统中遇到哪些不平等现象？本研究将采用一种制度人种学，包括半结构化访谈、纵向研究和观察作为定性方法，探索尼日利亚高等教育中包容和排斥的叙述，并希望在完成本研究的同时进一步发展。使用有目的的样本技术，将根据尼日利亚的多样化招生、包容性的既定实践和国际化程度，从中北部、南南和西南部选择和访问三所大学。我提议的项目合作伙伴“为尼日利亚而教”是这些机构的合作伙伴，将为参与者提供机会和选择。作为尼日利亚教育领域一个有影响力的倡导和游说组织，该机构也将在推动该项目的政策/实践影响方面发挥关键作用。在数据收集过程中，将关注学生的知识获取，课程内容对其社会文化现实的敏感性以及不平等。伦理框架和批判性反思将指导数据收集和访谈数据的分析。

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.