Conscientization and Education Reform Applying Paulo Freire’s Pedagogy to Al-Majirci in Northern Nigeria

Abstract

Northern Nigeria is a region where traditional Al-Majiri/Qur’anic schools have faced significant challenges despite several government efforts at reforms. Through Freire’s critical pedagogy, particularly the concept of conscientization, this paper explores the potential for educational empowerment of critical stakeholders: parents, Mallams (teachers), Al-Majirai (pupils/students), and the authorities. By advocating dialogue among these groups, the paper proposes a transformative approach that not only addresses the immediate educational needs but also confronts the underlying social, economic, and political structures contributing to the marginalization of the Al-Majirai. The proposed reform aims to integrate the Al-Majirai with mainstream education that respects the cultural and religious significance of Qur’anic education while promoting critical consciousness, community involvement, and sustainable development. The article contributes to the discourse on educational reform in marginalized contexts emphasizing the pivotal role of pedagogy in driving social change.