Western education introduced in Africa by missionaries failed to integrate African cultural values. It aimed to convert people to Christianity rather than transmit cultural heritage. As a result, many aspects of African culture were neglected or undermined by Western education in Nigeria. These include the African languages, traditional religion, virtues, communal way of life, and marriage and dietary customs. The article recommends including aspects of African culture like farming, home economics, greetings, dressing, and music/dance in the education system to promote cultural values and identity. Integrating African culture could help achieve the true goals of education for Africans.
To Investigate the Impact of Cultural Practice and Beliefs Affecting Schools ...inventionjournals
Cultural practice such as pastoralist has hindered education for children in both early childhood development education and primary school in Darwed ward which is their legitimate right like all learners in part of world. Education nurture the children to be meaningful people of the society and regardless of their physical, intellectual social, emotional, linguistics, spiritual, economic or any other conditions including learners from arid and semi-arid land in pastoral communities. Many interventions have been made to draw attention for education for all to achieve universal education millennium development goal. The child act 2002 emphasized that every child has a fundamental right to education must be given an opportunity to achieve and maintain an acceptable level of education. School going children from all levels in pastoral communities move together with their parents from one place to another following rainfall distribution patterns and security reasons. The pastoral way of life subjected to school children affects school enrolments in both levels. This pastoral ways of life promote cultural practice which has slow down education progress and they are gender bias
Primary Education among Tribal People of Mayurbhanj District of Odisha : An E...inventionjournals
ABSTRACT: Indian constitution in the article 45 has made provisionfor free and compulsory education for all children up to the age of 14 years.in Article 46- special provision are made for the development of weaker section of the people specially SCs and STs. Systematic and planned efforts were made by Government to achieve and fulfill this commitment. However, even after sixty seven years of independence the goal of universal elementary education has not been achieved so far. About 10 million children of school going age are not attending elementary schools due to various reasons. The tribal people of the India constitute 8% of total Indian population and their literacy is far behind the target and a long term cherished goal. This paper discusses the primary education of tribal people of Mayurbhanj district, the most tribal populated and largest (in area) district of Odisha keeping in view the position of Primary education and the Government efforts for Universalising the elementary education. The data for this paper are accumulated from different sources such as 7th All India School Education Survey 2002, survey conducted by NCERT, and State Report Cards prepared by NUEPA, Delhi etc., date available at OPEPA, Tribal Welfare Dept. Odisha, SCSTRTI, Odisha. It also include Educational parameter at district level are discussed and analysed to draw the attention of researchers, policy makers, administrators, and educationist for achieving the target of SSA in the State.
To Investigate the Impact of Cultural Practice and Beliefs Affecting Schools ...inventionjournals
Cultural practice such as pastoralist has hindered education for children in both early childhood development education and primary school in Darwed ward which is their legitimate right like all learners in part of world. Education nurture the children to be meaningful people of the society and regardless of their physical, intellectual social, emotional, linguistics, spiritual, economic or any other conditions including learners from arid and semi-arid land in pastoral communities. Many interventions have been made to draw attention for education for all to achieve universal education millennium development goal. The child act 2002 emphasized that every child has a fundamental right to education must be given an opportunity to achieve and maintain an acceptable level of education. School going children from all levels in pastoral communities move together with their parents from one place to another following rainfall distribution patterns and security reasons. The pastoral way of life subjected to school children affects school enrolments in both levels. This pastoral ways of life promote cultural practice which has slow down education progress and they are gender bias
Primary Education among Tribal People of Mayurbhanj District of Odisha : An E...inventionjournals
ABSTRACT: Indian constitution in the article 45 has made provisionfor free and compulsory education for all children up to the age of 14 years.in Article 46- special provision are made for the development of weaker section of the people specially SCs and STs. Systematic and planned efforts were made by Government to achieve and fulfill this commitment. However, even after sixty seven years of independence the goal of universal elementary education has not been achieved so far. About 10 million children of school going age are not attending elementary schools due to various reasons. The tribal people of the India constitute 8% of total Indian population and their literacy is far behind the target and a long term cherished goal. This paper discusses the primary education of tribal people of Mayurbhanj district, the most tribal populated and largest (in area) district of Odisha keeping in view the position of Primary education and the Government efforts for Universalising the elementary education. The data for this paper are accumulated from different sources such as 7th All India School Education Survey 2002, survey conducted by NCERT, and State Report Cards prepared by NUEPA, Delhi etc., date available at OPEPA, Tribal Welfare Dept. Odisha, SCSTRTI, Odisha. It also include Educational parameter at district level are discussed and analysed to draw the attention of researchers, policy makers, administrators, and educationist for achieving the target of SSA in the State.
Mosaic leadership approach to address pluralism
Introduction to pluralism
Pluralism is the perspective emerged from ground reality of the human phenomena. When we talk about a nation, a society or an organization, we cannot ignore the natural existence and possession of the unique belief systems of the people at individual, at group, at organization and / or a national level that are shaped by their local ecological, biological and cultural contexts and ways of subsidies. Individuals and leaders come together in organizations from all different abilities, ages, backgrounds, genders, orientations and races (Wilsey, 2013:4).
The term pluralism is used to signify multiple ideologies in political participation and diversified cultural systems in social institutions. Merriam-Webster dictionary defines pluralism as ‘a state of society in which members of diverse ethnic, racial, religious, or social groups maintain and develop their traditional culture or special interest within the confines of a common civilization’. The pluralism philosophy believes in mutual respect, equal importance and contributions in human civilization. According to Oxford Dictionaries, pluralism is ‘a condition or system in which two or more states, groups, principles, sources of authority, etc., coexist’. For Rechard Norman, ‘pluralism means divided loyalties- competing values and commitments, moral codes, principles and goals, distinctive regional and ideological outlooks, revolt ethnic and religious claims- but it also implies strength in diversity’. In educational leadership, it has similar meaning that is implied in social institutions.
Concept of term ‘mosaic’
The mosaic is found being used to refer to the decorative assemblage of the buildings in the ancient Greece and Rome. Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials. It is a technique of decorative art or interior decoration. Most mosaics are made of small, flat, roughly square, pieces of stone or glass of different colors, known as tesserae; but some, especially floor mosaics, may also be made of small rounded pieces of stone, and called "pebble mosaics". As argued in the literature, ‘mosaic’ is the term derived from ‘Moses’ or ‘Muses’, name of person given by Pharaoh’s daughter in Egypt, which means ‘son of’ God.
Road mosaic Floor mosaic
‘Mosaic’ as metaphor
Metaphor is popularly used by speakers and writers to make an effective conceptualization or understanding on new, complex or abstract phenomenon. It is a figurative language represented in a single word or phrase that identifies one thing as being the same as some unrelated other thing by highlighting the similarities between the two. Metaphors are powerful and useful bridges particularly during time of upheaval. Metaphors operate by linking known concepts with new concepts and images (Marshak, 1993 , cited in Wilsey, 20
Attitude of Parents toward Western Education in North Eastern Nigeria“Case St...iosrjce
This research work, “attitude of parents toward Western education” In Chibok Local government
area has given an ample opportunity to determine and summed up the opinion of stake holder in the area of
social, religion, cultural, tradition and educational background of parents in the area. Understanding these
factors will provide a substantial venue for government policy planning in terms of needs and encouragement to
the parents in the area for manpower development and future of our youth. From the study carried out, it was
discovered that the attitude of parent under this research have great influences on the attainment of western
education of their children. Chibok local government area is so positive towards western education. This may
be due to the influence of early settlement of the Christian missionaries in the area, respect of the basic
economic constrain. It can be assumed that 68% of the people of the five districts are educational influenced.
The impact of parents low economic status, create impact on formal education.
Learn many ways to globalize your curriculum through service-learning. Includes Heifer International, RESPECT-Refugees, iEARN, Peace Corps, Nyaka School
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
1) Women Education in Ancient India, Medieval India , Colonial and modern India .
2) Factors holding women from going to school
3) UNICEF Strategies
4) Projects by Govt of India
Mosaic leadership approach to address pluralism
Introduction to pluralism
Pluralism is the perspective emerged from ground reality of the human phenomena. When we talk about a nation, a society or an organization, we cannot ignore the natural existence and possession of the unique belief systems of the people at individual, at group, at organization and / or a national level that are shaped by their local ecological, biological and cultural contexts and ways of subsidies. Individuals and leaders come together in organizations from all different abilities, ages, backgrounds, genders, orientations and races (Wilsey, 2013:4).
The term pluralism is used to signify multiple ideologies in political participation and diversified cultural systems in social institutions. Merriam-Webster dictionary defines pluralism as ‘a state of society in which members of diverse ethnic, racial, religious, or social groups maintain and develop their traditional culture or special interest within the confines of a common civilization’. The pluralism philosophy believes in mutual respect, equal importance and contributions in human civilization. According to Oxford Dictionaries, pluralism is ‘a condition or system in which two or more states, groups, principles, sources of authority, etc., coexist’. For Rechard Norman, ‘pluralism means divided loyalties- competing values and commitments, moral codes, principles and goals, distinctive regional and ideological outlooks, revolt ethnic and religious claims- but it also implies strength in diversity’. In educational leadership, it has similar meaning that is implied in social institutions.
Concept of term ‘mosaic’
The mosaic is found being used to refer to the decorative assemblage of the buildings in the ancient Greece and Rome. Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials. It is a technique of decorative art or interior decoration. Most mosaics are made of small, flat, roughly square, pieces of stone or glass of different colors, known as tesserae; but some, especially floor mosaics, may also be made of small rounded pieces of stone, and called "pebble mosaics". As argued in the literature, ‘mosaic’ is the term derived from ‘Moses’ or ‘Muses’, name of person given by Pharaoh’s daughter in Egypt, which means ‘son of’ God.
Road mosaic Floor mosaic
‘Mosaic’ as metaphor
Metaphor is popularly used by speakers and writers to make an effective conceptualization or understanding on new, complex or abstract phenomenon. It is a figurative language represented in a single word or phrase that identifies one thing as being the same as some unrelated other thing by highlighting the similarities between the two. Metaphors are powerful and useful bridges particularly during time of upheaval. Metaphors operate by linking known concepts with new concepts and images (Marshak, 1993 , cited in Wilsey, 20
Attitude of Parents toward Western Education in North Eastern Nigeria“Case St...iosrjce
This research work, “attitude of parents toward Western education” In Chibok Local government
area has given an ample opportunity to determine and summed up the opinion of stake holder in the area of
social, religion, cultural, tradition and educational background of parents in the area. Understanding these
factors will provide a substantial venue for government policy planning in terms of needs and encouragement to
the parents in the area for manpower development and future of our youth. From the study carried out, it was
discovered that the attitude of parent under this research have great influences on the attainment of western
education of their children. Chibok local government area is so positive towards western education. This may
be due to the influence of early settlement of the Christian missionaries in the area, respect of the basic
economic constrain. It can be assumed that 68% of the people of the five districts are educational influenced.
The impact of parents low economic status, create impact on formal education.
Learn many ways to globalize your curriculum through service-learning. Includes Heifer International, RESPECT-Refugees, iEARN, Peace Corps, Nyaka School
Children’s Participation in Schooling and Education in Pastoralist Woredas of...QUESTJOURNAL
ABSTRACT: Pastoralists are among the marginalized groups of society who live in a marginalized environment and whose livelihood is exposed to the vagaries of climate and harsh environmental conditions. This study explores into impediments of pastoral children’s participation into schooling and education with particular emphasis on the primary school of selected Woreda, Afar Zone. To achieve this purpose, a qualitative research method was employed. Participants of the study were selected by employing purposive sampling mainly on the basis of their roles related to schooling. Seven members of parent teacher associations, 20 teachers, 4 school principals, 14 education experts and officials, a total of 45 respondents took part in the study. Data were collected through the use of different instruments: Strutted interview, focus group discussion, and document review and observation checklist. The data obtained through these data collection instruments were analysed thematically. The steps involved were organizing and preparing data for analysis, reading through all data, coding, generating a description of the settings and people and identifying categories or themes for analysis, representing descriptions and themes in the qualitative narrative and interpretation. The study identified several cultural and economic barriers such as early marriage, lack of interest for modern education, parental level of education, mobility, child labor, poverty and finance. The results also showed that existence of both supply and demand side constraints. Problem of funding, inability to attract and retain qualified teaching staff, poorly equipped schools and community perception of modern education as a threat to pastoralist way of life were the major supply related shortcomings. The demand side limitations were identified as dispersed settlement patterns, demand for child labour, bride-price and peer pressure. Mandatory seasonal mobility, frequent conflicts and conflict induced displacement were cited as the most pronounced disenabling features.Drought and harsh weather were the driving forces of mobility. Competition over water sources and pastureland coupled with border dispute and cattle raid were identified as the long standing causes of armed conflict which in turn result in school activity disruption. Thus, based on the findings, recommendation is made to planners and policymakers so as to alleviate the observed shortcomings. Improving quality of school facilities, sensitization campaign on the benefits of education, blended mode of delivery, peace dialogue to arrest recurring conflicts, self-proof of schools about their worthiness to the local community and rethinking of teacher incentive mechanisms are some of the important propositions made in view to avert the long standing legacy of educational under representation of the Afar pastoralist communities in Ethiopia.
1) Women Education in Ancient India, Medieval India , Colonial and modern India .
2) Factors holding women from going to school
3) UNICEF Strategies
4) Projects by Govt of India
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
This study investigated the socio-cultural factors affecting integration into
the formal education system in Katsina State, Nigeria. Descriptive survey
design was adopted for this study. There were 653 Almajiris purposively
selected from twelve Almajiris schools in Katsina State. A researcherdesigned
questionnaire
titled: ‘‘Almajiris socio-cultural factors
questionnaire’’ (ASCFQ) with test-retest reliability coefficient of 0.88 was
used to collect data for the study. Analysis of data was carried out using
frequencies and percentages. Findings revealed that most parents abandon
their children in these informal Arabic schools. Most Almajiris (603, that is
92.3%) responded that their Mallams (Teachers) do not feed them. Therefore,
the only means of survival is through begging and doing menial jobs. Based
on these findings, it is recommended that all the identified socio-economic
factors affecting the integration of Almajiris into the formal education system
should be addressed by the government. This can be done through public
enlightenment campaigns and provision of incentives.
The Role of African Traditional Medical Practices in Adolescent Cognitive Ski...ijtsrd
This study set out to investigate the role of African Traditional Medical Practices on the development of adolescent cognitive skills in Oku Sub Division, North West Region of Cameroon. The diagnosis process, the selection of herbs, the preparation of herbs and the treatment process were the activities the study focused on. This study employed the ethnographic research design. This qualitative study was done through interviews and observation. The data collected was analysed through thematic analysis. Participants were sampled purposively and the snow ball technique was equally employed to get the traditional doctors, adolescents who are involved in African Traditional Medicine and their parents or guardians. The findings indicate that adolescents developed numerous cognitive skills in their initiation process as traditional doctors. These skills acquired through their involvement in the diagnosis process, herb selection, herd preparation and treatment process could be classified as social competence, problem solving, decision making, critical thinking and spiritual intelligence. Kengnjoh Michael Mbuwir | Shey Patrick Fonyuy | Yaro Loveline Yula "The Role of African Traditional Medical Practices in Adolescent Cognitive Skills Development in Oku Sub Division, North West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50584.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/50584/the-role-of-african-traditional-medical-practices-in-adolescent-cognitive-skills-development-in-oku-sub-division-north-west-region-of-cameroon/kengnjoh-michael-mbuwir
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This study examined the influence of indigenous instructional strategies and the secondary general education curriculum in Mezam Division, Bamenda, North West Region of Cameroon. A descriptive and a cross sectional survey research design with a mixed approach for data collection was used. The sample population was constituted of students and teachers of some selected secondary schools and parents within the Bamenda II, Bamenda III and Tubah sub divisions in Mezam with a sample size of 384 respondents. Data obtained was analysed descriptively and inferentially using cross tabulations, frequencies, percentages and charts. The Chi Square test was used to analyse the lone specific research hypothesis. The aim was to find out the level of significance of responses from the categorical variables in view of the impact of indigenous knowledge to the curriculum of secondary general education. Findings on showed that there is a significant impact of indigenous instructional strategies on the secondary general education curriculum in Cameroon. In conclusion, the introduction of livelihood skills that constitute educational elements of indigenous instructional strategies are worth integrating into the curriculum of secondary general education. Based on the finding, it was recommended that, there is need for the systematization of indigenous instructional strategies so as to ease its exploration and development for educational purposes. There is the need for the modification of the curriculum to suit the economic needs of learners and communities. Chongwain Lilly Oyoma Jehovah "Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39809.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39809/indigenous-instructional-strategies-and-the-curriculum-of-secondary-general-education-in-cameroon/chongwain-lilly-oyoma-jehovah
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
CHALLENGES FACED BY STUDENT AFFAIRS PRACTITIONERS IN EMBEDDING INDIGENOUS KNO...ijejournal
The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.
Similar to Western education and the neglect of african (20)
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 14, 2012
WESTERN EDUCATION AND THE NEGLECT OF AFRICAN
CULTURAL VALUES IN THE NIGERIAN SCHOOL SYSTEM
Okpilike Felix M.E
Department of Educational Administration & Policy Studies,Delta State University,ABraka-Nigeria
Email:femokpilike@yahoo.com
Abstract
Western Education commonly referred to as the Whitman's education has failed to integrate African
cultural values into its curricula. Contrary to the ideal which expects education to transmit the cultural
heritage of a society to successive generation, Western education has completely alienated Africans from
their traditional values. The perceived superiority of the western culture which the Whiteman and the agents of
western education claim, point to the fact that the non integration of the African cultural values into western
education in Africa was a deliberate attempt to disregard the identity of the people. There is an urgent need
to re-evaluate the curricula offered in schools in Africa especially in Nigeria] if we must remain as a people after
all, person without a culture is sociologically dead.
Keywords: African; Cultural Values; School System; Western Education; Neglect
Introduction
The general assumption is that knowledge is socially designed and constructed, and therefore socially
determined. It is for this reason that the primary beneficiary of such socially determined knowledge should be
the individual community or society which provided the existential basis for such knowledge. The major
objectives of acquiring knowledge in Africa including Nigeria are amongst others:- providing individual
happiness and pleasure, self realization, public morality and to eradicate the problem of economic and
technological dependence on the advance countries of the world.
Unfortunately, the type of education that was introduced to the continent of Africa by the missionaries was
designed to aid the spread and acceptance of the Christian faith by converting all those who come within the
four walls of the mission house (Fanfunwa, 1974). To that extent, education in most parts of Africa is unable
to serve and meet the needs of the people for whom they are intended to. Instead, the schools have continued
to pursue those objectives set out by the colonial masters and thus making most countries in Africa to depend
on foreign assistance for growth, many years after their independence. In fact, Ukeje (1976) had stated that the
best that such system had produced for us are students who are Nigeria in blood but English in opinion, in
moral and in intellect.
The purpose of education whether western or indigenous is to make the individual live successfully and
contribute meaningfully to the growth of his society. To be able to achieve this, the education offered the
individual should take into consideration the factors and culture operative in the individual's society. This is
because there can be no meaningful and effective education in the absence of culture. The whitemen and the
missionaries who introduced school education into Africa had wished out of existence the cultures of the
Africans even before they set their feet on the African soil.
Cultural Values and Education
Odia (2005) stated that culture is a very important aspect of the human society. The possession of culture by
man differentiated him from other animals and makes him unique in the animal kingdom. Morrish (1974)
described culture as a complex whole which include knowledge, belief, art, morals, laws, custom and any other
capabilities and habits acquired by man as a member of a society. Ezewu (1983) collaborated this when he
wrote that culture is the totality of a people's way of life, the way they do things and the way they feel and
behave. This means that to a very large extent, it is culture that determines how members of any social
group think and feel, direct their actions and define acceptable ways of behaviour for its members. It must be
argued here that since no two societies are exactly the same, no two group culture can be the same. Even in
the same group, culture may change from time to time.
Oninyama and Oninyame (2002) referred to values as the aspect of cultural practices, actions or objects that are
valued in high esteem in the society. These cultural values are so cherished to the extent that the society
wants them not only to be preserved, but wants them transmitted from one generation to another.
They dominate a very wide area of activities among the Africans ranging from the tradition institutions
through virtues to communalism and group solidarity. The modes of transmission of these values are
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 14, 2012
usually by means of indigenous education (Itedjere 1997). Education itself, according to Okpilike (20002)
is a process by which the community seeks to open its life to all the individuals within it and enables them to
take part in it; in attempt to pass on to them its culture including the standards by which it would have them
live. The important thing in this definition is that where that culture is regarded as final, an attempt is made to
improve on it on the younger minds, where it is viewed as a stage in development; younger minds are trained
both to receive it and to criticize it and improve upon it.
The various African societies including Nigeria had interactions since historical times in the area of trade,
warfare, arts and craft. While these interactions lasted, there were cultural exchanges but the various societal
values were held intact. However, when western education was introduced most African cultural values were
cast aside. Western education is associated with formal education which is a systematic and planned procedure
for transmitting content to achieve state goals. Western education has to do with teaching and leaning in a
school system of certain subject matters with the sole aim of making the individual to live well. But more than
this goal, western education as practiced in Nigeria has gone out of its way to relegate almost all aspects of
African cultural values to the background.
Some Aspects of the African Cultural Values that had been neglected by Western Education
The first of them is the language of the people. Language is a highly cherished value of any society and it is
the wish of every community to preserve and transmit this all-important culture from generation to generation.
It is against this background that the National Policy on Education (2004) stated that the mother tongue should
be the language of instruction at least at the lower level in our Primary School. Unfortunately, in most African
societies today, Western education has tended to torpedo this trend. In Nigeria, English language is the
medium of instruction in almost all levels of school. The situation is made worse by making the language
compulsory. On the other hand, fines are imposed on pupils who speak their mother tongue, all in a bid to
emphasize the superiority of the English language over the language of the people. Today many children and
sometimes parents do no speak their mother tongue fluently. In a typical Nigerian classroom, when the teacher
asks the pupils to sing any song they know in vernacular or tell any story in their mother tongue, they usually
simply laugh at the teacher.
Related to language is the type of names which Nigerians now bear. Name is an important cultural value by
which members of a community are indentified. When the white men came to Africa they refused to use the
native names for Christians Baptism inspite of the fact that some of the names were related to God. For
instance, Ogheneovo (only God) Chika (God is greatest) Chukwudi (God exists) etc were all labeled as pegan
names. The people were forced to drop such names and took Peter, Michael, Steven etc which ordinarily mean
nothing to them as their new names. Today it is possible to see individuals who bear English names for both
their first name and their surname.
African virtues such as honesty, humility, loyalty, hard work, truth and respect have been undermined by
western education. These virtues which are essential ingredients of the African society are gradually being
seen as uncivilized. Materialism has taken the place of honour and hard work. Respect for traditional
institutions has also diminished. People are no longer fair to each other. There is a break down of social
discipline all in the name of civilization. The capitalist tendency of western education has corrupted the
communal and cooperative spirit of the people to the extent that parents complaint that they can no longer ask
their children to do any service to them without the children asking for remuneration.
The African traditional religion is another area that has suffered a setback through western education. Western
education was introduced by Christian missionaries who saw education as a potent instrument of
evangelization. Consequently most cherished traditional religions had to be cleansed for Christianity to find its
root. Today people commit atrocities against the land and their fellow men knowing that the belief in the
African gods and ancestors (which are renowned for instant justice) has waned seriously; and in their place is
the Christian faith whose God is so merciful that judgment is left to the last day. Having also taught the
forgiveness of sins no matter what sins they are, people are no longer afraid of the consequences of doing evil.
Again, communalism and group solidarity which characterized the Africa societies have suffered greatly.
According to Oroka (1990) the African is his brother’s keeper. African societies believe that the individual
cannot successfully live in isolation. They believe in corporate existence characterized by a web of closely-nit
kinship, social and religious relationship. Then came western education which tended to emphasize
individualism, and communal life was thrown overboard.
Western education has also undermined the moral values of African societies. The emphasis on paper
qualification promoted cheating and insincerity both in the school system and in the larger society. A
certificate is seen as a means to an end is also seen as justifying the means. Side by side with western
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 14, 2012
education was western economic system with emphasis on capitalism and individual competitiveness. African
entrepreneurs could now employ family members with the sole aim of exploiting such employees for
maximum gain. This type of economic pursuit cannot promote the appropriate moral climate.
Another area of interest is the warfare of the African. The Africans is a proud and brave man. This accounts
for the stout resistance which the European imperialists received from many African rulers and people. Today
the educated African is not sure of himself; he can no longer be sure of defending his integrity and the integrity
of his land. he feels inferior and sees almost everything African as obsolete and unprogressive. He is more
favourably disposed to European way of doing things in the name of science and technology. But on the closer
look at it, he is just a consumer of products produced outside.
Other areas of the African culture that have suffered neglect are the African marriage institution, the feeding
and dressing patterns of the Africans. Africans themselves look down on the traditional marriage type and
prefer the Christian or Court marriage both of which are full of pretences and mistrust. Today marriages are
arranged by young men and ladies outside the knowledge of their parents. We also hear of some terms as
distant marriage, marriage by extension, and contract marriage. All these are alien to the African pattern of
life. Similarly European food types now find their way to our tables at the expense of African dishes. The
young school leavers and many married women are unable to make food for their homes. They depend on fast
foods joints, take away centres and heavily depend on Indomie noddles for main dish. In the same way,
European dresses now dominate our wardrobes to the extent that the African females (married or single) now
wear European clothes types that expose aspect of their womanhood which in the African culture is expected
to be kept sacred. The situation is worsened by students in the universities. To say the least, Africans have
lost their identity. Quite recently it has become the in-thing to identify with any of the leading football teams
in Europe – Manchester United, Chelsea, Arsenal e.t.c as a mark of development but not with any of the
African teams. If we are not careful this so called “fans” may lead to gangsterism and consequently cult
groups.
Conclusion
As at today western education has been fully absorbed into the African society. But contrary to expectation
the major objective of education had not been achieved in any part of the African continent. This is partly due
to what Anene (1966) referred to as the non-integrating nature of western education to the African culture.
The Whiteman himself came to Africa with preconceived ideas of the superiority of his race his religion and
the customs and institution of his country. Apart from the economic resources in Africa for which reason they
came, every other thing in Africa was uncivilized and unfit for consideration as part of the school curricula.
No wonder then that western education was out to cleanse African culture values and practices. The result of
their activities on the African soil had resulted in the total loss of the African pride, the submergence of the
African language, the breakdown of moral and social discipline, the dethronement of communalism and the
shift from honour to materialism. To say the least western education is an agent of cultural obliteration in
Africa.
Recommendations
Africans must realize that every society in the world has its own distinct cultural values and traits.
Sociologically, no culture can be regarded as inferior to the other because culture varies according to the
society that has fashioned out such culture for their existence. However, this is not to say that African culture
must remain static in this changing world. What we need is a deliberate attempt to integrate these aspects of
the African culture that are of value in the present world into the school curriculum. The following cultural
values are recommended for inclusion in the school curricula.
1. Small scale farming in the form of school gardens should be introduced at all levels of education. The
department of Vocational Studies/Agric Science should be made to manage the programme. Some hours of
a particular day should be devoted to practical work in the farm.
2. Home Economics should be taught in the schools. At the secondary school level, it should be made
compulsory for all female students and optional for the males.
3. Greetings and respect for elders must be taught to all pupils and students in the schools. This can be
done through morning and afternoon assemblies in the case of primary and secondary schools. Let children
learn to stand and greet when a teacher enters the class. Exchange of greetings irrespective of class, sex, age
should be encouraged among pupils and students.
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4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 14, 2012
4. Encourage African dressing patterns during sports e.g. catching the train where young boys and girls are
taught traditional wears. At the university level, while no attempt should be made to discourage
modernization, indecent dressing should be discouraged.
5. Mid-day meals should be introduced in the schools especially at the primary and secondary school
levels. The menu should be prepared in such a way that African diets are served.
6. Local dances, games, songs, warfare, art craft should be introduced at all levels of education. The need
for this becomes obvious in this era when self employment is being emphasized.
7. In order to make the recommendations come through, there is the need to re-evaluate the contents and
method of teaching both social studies and citizenship education in the schools.
REFERENCES
Anene, C. and Brown G. (1966). African in the 19th and 20th Centuries. Ibadan. Ibadan University Press.
Ezewu, E.E. (1983) Sociology of Educations. London. Longmans.
Fafunwa, P.O. (1977). History of Education. Benin City. Osasu Publishers.
Morrish, I. (1972). The Sociology of Education, An Introduction. George Allen and Unwin Ltd.
Odia, O. (2005). The Destruction of African Cultural Values through Western Education. Unpublished Seminar
Paper. Delsu, Abraka.
Okpilike, F.E.M. (2002). A Cultural Perspective of Problems of Religion and Education in Development
Countries. Ethnic Militia and Youth Rebelliousness in Contemporary Nigeria (1) Pp. 80-91.
Okpilike, F.E.M. (2002). Identify Crisis among School Educated Nigerians. Journal of Creativity and Scientific
Studies (1) Pp. 149-155.
Oniyama, H.O. and Oniyama, E.E. (2000) Introduction to Sociology of Education. Warri. Jenique International
Ltd.
Oroka, O. (1990) The Philosophy of Education An Introduction. Warri. International Pub.
Ukeje, B.O. (1979) Foundation of Educations. Benin City. Ethiope Publication Company
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