Exploring the Values of Transformative Curriculum for Nation-Building: The Challenge of Curriculum Enactment in Citizenship Education
Abstract
The challenges to nation-building are overwhelming in Nigeria due to large withdrawal and lack of commitment to public issues with trust and unity decreasing daily among the citizens. The lack of skills and opportunities on how to effectively engage in providing solutions also slows down the task of nation-building which results in breeding irresponsible citizens. Hope therefore lies in an educational program that enhances students’ capacity for leadership, transforming students into agents of social change. This research employed a descriptive case study design through qualitative methods (observation, interview and content analysis). Multiple cases were used as the sample size (10 secondary school teachers and six student-interviewees from Case Study A & B). A purposive, non-probability sampling technique was used regarding the sample size. The content analysis findings revealed rich transformative qualities in citizenship education through Civics contents. The Civics contents investigated are intellectually stimulating. However, the required transformational components of motivation and ideal influence that will stir students’ actions through the teacher’s enactment were poorly delivered. The gaps discovered showed students were hindered from practical and responsible contributions to their immediate community as a result of disparity and disregard for curriculum-recommended activities by the teachers. Therefore, thorough supervision of the curriculum enactment process in the classroom was recommended. Teachers should also switch to innovative, practical activities emphasizing roles expected of students in real life. These will transform students’ mindsets as change agents in working solutions to observed challenges around them.
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References
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