Multicultural Education Contents, Attitudes, Practices, and Challenges in Nigeria’s Social Studies Education
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Abstract
Harnessing Nigeria’s rich cultural diversity could hasten multi-dimensional development. This study endeavours to contribute to fostering peacebuilding and social cohesion within Nigeria's multi-ethnic landscape, grappling with numerous conflicts. Specifically, we investigate the teaching practices, attitudes, and obstacles encountered by social studies teachers in delivering Multicultural Education (MCE) contents. Employing an embedded qualitative and quantitative mixed methods approach, data were gathered through a closed-ended questionnaire, an open-ended questionnaire, and an observation checklist within the Nsukka Local Government Area, Enugu state, Southeast Nigeria. Our research encapsulates responses from 267 students, insights from 31 educators, and observations conducted in 18 social studies classrooms across six schools. Our findings reveal a notable disparity: while educators exhibit a positive and high inclination toward multicultural attitudes, the implementation of multicultural practices remains considerably deficient. The low teachers’ multicultural practices are echoed in the perspectives of both teachers and students and substantiated by direct observations conducted during this research. Moreover, deficiencies in MCE practices are due to teacher scepticism, limited knowledge of diversity issues in education, and a dearth of adequate learning resources. Policy reforms and actionable changes in MCE practices are required to address prevalent disparities and improve the efficacy of MCE in Nigeria.
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