Posted in Uncategorized

Multilingualism, Cultural Pluralism and Curriculum Development in Basic Education in Nigeria

By Noel A. Ihebuzor

Introduction

Multilingualism and cultural pluralism have received considerable scholarly and policy attention in countries such as the United States, Canada, the United Kingdom, Belgium, and France because of their implications for national integration, identity preservation, and educational development. In many African countries, however, including Nigeria, these issues have often received only superficial attention despite their enormous significance for social cohesion, equity, and curriculum development.

Nigeria is one of the most culturally and linguistically diverse countries in the world, with over 250 ethnic groups and more than 500 languages. Such diversity presents both opportunities and challenges for education policy and curriculum development. While diversity can enrich learning and strengthen cultural identity, it can also create tensions relating to language policy, representation, access, and national integration.

This paper examines the relationship between multilingualism, cultural pluralism, and curriculum development in Nigerian basic education. It explores the conceptual foundations of multiculturalism and cultural pluralism, analyses their implications for curriculum development, and discusses the advantages, disadvantages, and threats associated with multilingual and culturally plural educational systems. The paper further examines how power relations, linguistic dominance, and educational policy shape curriculum choices in Nigeria and concludes with recommendations for a more inclusive and equitable curriculum framework.

Keywords: Multilingualism, cultural pluralism, curriculum development, language policy, minority languages, multicultural education, Nigeria.

Conceptual Clarifications

Multiculturalism and Cultural Pluralism

Multiculturalism refers to the coexistence of multiple cultural groups within a society. It is commonly associated with policies that recognize cultural diversity and encourage the inclusion of different cultural traditions within national life. Multicultural societies may contain dominant and minority cultures of varying demographic and political strength.

Cultural pluralism, on the other hand, refers to a situation in which diverse cultural groups are not only allowed to exist but are also encouraged to preserve and develop their unique identities, languages, traditions, and values. Unlike monocultural systems that encourage assimilation into a dominant culture, cultural pluralism promotes integration without cultural absorption.

The distinction between multiculturalism and cultural pluralism is significant. Multiculturalism may simply describe the presence of multiple cultures, whereas cultural pluralism implies deliberate policies aimed at protecting minority identities and ensuring equitable representation.

Linguicism and Linguistic Imperialism

The concept of linguicism, introduced by Tove Skutnabb-Kangas, refers to discrimination based on language. It describes ideological and structural processes that privilege certain languages while marginalizing others.

Closely related is the idea of linguistic imperialism, developed by Robert Phillipson, which explains how dominant languages expand through political, educational, and economic power structures. In multilingual societies such as Nigeria, language choices in education often reflect broader struggles over power, identity, and cultural dominance.

The privileging of major languages over minority languages in schools can therefore become a mechanism for reinforcing social inequalities and weakening minority cultures.


Curriculum Development as a Political and Cultural Process

Curriculum development is often presented as a technical or pedagogical process involving the selection of learning content, teaching methods, and evaluation procedures. However, curriculum development is also deeply political and ideological because it involves decisions about:

  • what knowledge is valuable;
  • whose culture is represented;
  • which languages are promoted;
  • which histories are remembered;
  • and what kind of society education seeks to create.

Education is not culturally neutral. Beyond transmitting knowledge and skills, it also functions as a mechanism for cultural transmission, identity formation, and social reproduction.

Scholars such as Pierre Bourdieu and Michael Young argue that curriculum can become an instrument for reproducing dominant cultural values while marginalizing less powerful groups. In multicultural societies, curriculum development therefore reflects existing power relations and ideological preferences.

This is especially evident in subjects such as:

  • language;
  • history;
  • social studies;
  • religion;
  • literature;
  • civic education.

These subjects often privilege dominant cultural narratives while underrepresenting minority perspectives.

Multilingualism and Cultural Pluralism in Nigeria

Nigeria’s educational system operates within a highly multilingual and multicultural environment. The country’s language policy recognizes English as the official language and identifies Hausa, Igbo, and Yoruba as the three major Nigerian languages. Numerous other indigenous languages are recognized as mother tongues, although many are not adequately supported within formal education.

This arrangement has generated significant educational and sociopolitical tensions.

For example, children from minority linguistic backgrounds frequently experience what may be described as a “multiple language burden.” A child from a minority ethnic group living outside his or her ancestral community may be required to learn:

  • the local dominant language;
  • one of the three major Nigerian languages;
  • and English.

This creates unequal linguistic demands compared to children from dominant linguistic groups.

The emphasis on the three major languages also creates concerns about:

  • linguistic marginalization;
  • unequal resource allocation;
  • cultural domination;
  • and the gradual disappearance of minority languages.

The phenomenon of language disappearance, sometimes described as glottophagy, occurs when smaller languages are gradually abandoned due to pressure from dominant languages and cultures.

Models of Cultural Pluralism

The literature identifies several models of cultural pluralism:

Cooperative Model -Different cultural groups collaborate harmoniously while maintaining their identities.

Conflict Model – Cultural groups compete for recognition, influence, and resources, often generating tension.

Coercive Model – Dominant groups compel minority groups to adopt dominant cultural norms; and

Domination Model – Powerful groups impose their culture through institutions such as schools, media, and government policies (Young, 1979; Phillipson, 1997)

In reality, most societies display elements of several models simultaneously. In Nigeria, these models play out in such things as the choice of which Nigerian language should be learnt as L2 and which language should be used as mother tongue in school settings characterized by the presence of learners from different first languages. Given the close affiliation between language and culture, any language choices in such settings ultimately become a choice of which culture to advantage.

Challenges of Cultural Pluralism and Multilingualism in Nigerian Education

These are several and include Language Policy and Inequality, curriculum representation, the reality of resource constraints, the ever-present ethnic and religious sensitivities which may colour perception of educational decision taken, the problem of teacher supply and the availability of pedagogical materials. Let us now take up each of these in turn and discuss each albeit briefly

Language Policy and Inequality – One of the most difficult issues in Nigerian education concerns the language of instruction. While mother-tongue education is pedagogically desirable, implementing it across hundreds of languages is financially and administratively challenging.

Consequently, many minority languages remain excluded from instructional use, placing their speakers at educational disadvantage.

Curriculum Representation

Curriculum content in areas such as history and social studies often reflects dominant cultural narratives. National heroes, historical figures, and cultural references are frequently drawn from major ethnic groups, while minority cultures receive limited representation.

This may unintentionally create feelings of inferiority and exclusion among learners from minority backgrounds.

Resource Constraints

Developing multilingual curricula requires:

  • trained teachers;
  • instructional materials;
  • translation services;
  • orthographies for local languages;
  • and sustained financial investment.

Many developing countries struggle to provide these resources adequately.

Ethnic and Religious Sensitivities

Curriculum decisions involving religion, language, and culture are highly sensitive in Nigeria. Disagreements over religious instruction, civic education, and historical interpretation often reflect broader societal tensions.

Standardization Difficulties

Cultural diversity complicates efforts to standardize curriculum, assessment, and educational delivery nationwide. However, a basic truth that is worth asserting is that uniformity of curriculum offerings does not necessarily produce unity.

Teacher Preparedness

Many teachers lack adequate preparation in culturally responsive pedagogy. Without proper training, multicultural education may unintentionally reinforce stereotypes rather than promote inclusion.

Advantages of Cultural Pluralism and Multilingualism

Despite these challenges, cultural pluralism offers significant educational and societal benefits. These include the following:

Promotion of National Unity Through Inclusion

Inclusive curricula help learners feel recognized and valued within the national community, thereby strengthening social cohesion.

Preservation of Indigenous Cultures and Languages

Culturally responsive education contributes to the preservation of indigenous languages, histories, and knowledge systems.

Improved Learning Outcomes

Research consistently shows that children learn more effectively when instruction connects with their linguistic and cultural backgrounds.

Promotion of Tolerance and Intercultural Understanding

Exposure to multiple cultural perspectives helps reduce prejudice and promotes empathy, mutual respect, and peaceful coexistence. Specifically, the Urhobo adolescent who learns about Itsekiri culture is not only bound to become a more rounded but is also bound to display skills of empathy, acceptance and appreciation of fellow learners from other cultures.

Development of Critical Thinking

Multicultural education encourages learners to engage with diverse viewpoints and question assumptions critically.

Strengthening Learner Identity and Self-Esteem

Representation of diverse cultures in curriculum content helps learners develop confidence and pride in their heritage.

Disadvantages and Threats

These are several and include the following:

Risk of Ethnic Fragmentation

Excessive emphasis on cultural differences may deepen ethnic consciousness and weaken national identity.

Cultural Domination

Dominant groups may use education and language policy to reinforce their cultural influence over minority groups.

Linguistic Imperialism

Globalization and the increasing dominance of English create pressures that undermine indigenous languages and cultures. In the Nigerian case, the spread of Hausa language in the North of the country has become a threat to the survival of minority languages, some of which are now threatened with extinction of glottophagy. Without deliberate preservation efforts, minority languages may gradually disappear due to assimilation and globalization pressures.

Curriculum Overload

Attempting to represent all cultural groups adequately may lead to an overcrowded curriculum, but at the barest minimum, efforts must be made to ensure representativeness of the cultural practices of the various groups in society, whilst avoiding the dangers of political manipulation that may accompany such efforts as selection of  Curriculum content may become politicized by powerful stakeholders with strong interests, such dangers being especially high in areas involving history, language, and religion.

The challenge of all the foregoing is how to develop school programs that capture the major educational benefits of multilingualism and cultural pluralism whilst minimizing the downsides. The next section examines their implications for curriculum development.

Implications for Curriculum Development in Nigeria

This concluding section commences on the basic premise that Curriculum development in Nigeria must balance two competing imperatives:

  • promoting national unity;
  • preserving cultural diversity.

Such a curriculum development should also be culturally responsive. A culturally responsive curriculum should:

  • represent diverse cultures fairly;
  • avoid stereotyping;
  • promote inclusive citizenship;
  • support multilingual education;
  • and foster intercultural dialogue.

There is also a need to move away from curricula that privilege only dominant narratives and instead create space for minority histories, local heroes, indigenous knowledge systems, and community experiences. The solutions proposed below are based on these foundational principles

Proposed Solutions and Recommendations

Promote Multilingual Education

Nigeria should strengthen mother-tongue instruction, especially at the early childhood and lower basic education levels.

Develop Inclusive Curricula

Curriculum content should reflect the histories, cultures, and experiences of diverse Nigerian communities.

Strengthen Teacher Training

Teachers should receive professional preparation in:

  • culturally responsive pedagogy;
  • multilingual education;
  • conflict-sensitive teaching;
  • and inclusive curriculum delivery.

Encourage Community Participation

Curriculum development should involve stakeholders from different cultural and linguistic groups as this is one sure way to ensure relevance and critical stakeholder engagement with school curricula.

Support Minority Languages

Government should invest in:

  • orthography development;
  • local language publishing;
  • translation;
  • teacher recruitment;
  • and indigenous language media.

All the suggested policy interventions above come under the scope of language engineering and planned language expansion. These are well discussed in Rubin and Jernudd (1971). At the Nigerian level, these issues mentioned above are well examined in Bamgbose, Akere, and Ihebuzor (1992) and in Ihebuzor and Junaidu (1994).

There is also the need to balance Diversity with National Cohesion whilst making efforts to integrate Indigenous Knowledge Systems in curricula offerings

Furthermore, educational policy should promote shared civic values while respecting cultural diversity. At the same time, and this is the challenging part, efforts must be made to ensure that curriculum content incorporates local knowledge, environmental practices, conflict-resolution traditions, and cultural heritage.

Finally, there is a need for regular and continuous curriculum review to ensure inclusiveness, relevance, and responsiveness of curricula to Nigeria’s evolving sociocultural realities.

Conclusion

Multilingualism and cultural pluralism remain central issues in curriculum development within Nigeria’s basic education system. While cultural diversity enriches education and strengthens democratic inclusion, it also presents significant challenges relating to language policy, equity, representation, and national cohesion.

Curriculum development in multicultural societies cannot be viewed as a neutral process. It reflects broader struggles over identity, power, ideology, and cultural representation. Consequently, educational policy must carefully balance the demands of national integration with the imperative of protecting minority cultures and languages.

For Nigeria, the challenge is not whether cultural pluralism should exist, but how it should be managed in ways that promote inclusion, educational equity, social cohesion, and sustainable national development.


Selected References

  • Bamgbose, A. (1992). Speaking in Tongues: Implications of Multilingualism for Language Policy in Nigeria.
  • Bamgbose, A,  Akere F and Noel Ihebuzor (eds) (1992), Implementing the language provisions of the National Policy on Education, NERDC. Abuja, NERDC/FME
  • Barrow, R. (1976). Common Sense and the Curriculum. London: George Allen and Unwin.
  • Brent, A. (1978). Philosophical Foundations for the Curriculum. London: George Allen and Unwin.
  • Federal Government of Nigeria (1981). National Policy on Education. Lagos: NERDC Press
  • Fishman, J. (1993). “Ethnolinguistic Democracy: Varieties, Degrees and Limits.” Language International, 5(1), 11–14.
  • Ihebuzor, Noel& Ismail Junaidu (eds) (1994), Proceedings of the seminar on language survey planning, Lagos, NERDC
  • Phillipson, R. (1997). “Realities and Myths of Linguistic Imperialism.” Journal of Multilingual and Multicultural Development, 18(3), 238–248.
  • Rubin, J., & Jernudd, B. H. (1971). Can Language Be Planned? University of Hawaii Press.
  • Skutnabb-Kangas, T. (1988). “Multilingualism and the Education of Minority Children.” In Minority Education: From Shame to Struggle.
  • Young, C. (1979). The Politics of Cultural Pluralism. University of Wisconsin Press.
Posted in Uncategorized

Multilingualism, Cultural Pluralism and Curriculum Development in Basic Education in Nigeria

By Noel A. Ihebuzor

Introduction

Multilingualism and cultural pluralism have received considerable scholarly and policy attention in countries such as the United States, Canada, the United Kingdom, Belgium, and France because of their implications for national integration, identity preservation, and educational development. In many African countries, however, including Nigeria, these issues have often received only superficial attention despite their enormous significance for social cohesion, equity, and curriculum development.

Nigeria is one of the most culturally and linguistically diverse countries in the world, with over 250 ethnic groups and more than 500 languages. Such diversity presents both opportunities and challenges for education policy and curriculum development. While diversity can enrich learning and strengthen cultural identity, it can also create tensions relating to language policy, representation, access, and national integration.

This paper examines the relationship between multilingualism, cultural pluralism, and curriculum development in Nigerian basic education. It explores the conceptual foundations of multiculturalism and cultural pluralism, analyses their implications for curriculum development, and discusses the advantages, disadvantages, and threats associated with multilingual and culturally plural educational systems. The paper further examines how power relations, linguistic dominance, and educational policy shape curriculum choices in Nigeria and concludes with recommendations for a more inclusive and equitable curriculum framework.

Keywords: Multilingualism, cultural pluralism, curriculum development, language policy, minority languages, multicultural education, Nigeria.

Conceptual Clarifications

Multiculturalism and Cultural Pluralism

Multiculturalism refers to the coexistence of multiple cultural groups within a society. It is commonly associated with policies that recognize cultural diversity and encourage the inclusion of different cultural traditions within national life. Multicultural societies may contain dominant and minority cultures of varying demographic and political strength.

Cultural pluralism, on the other hand, refers to a situation in which diverse cultural groups are not only allowed to exist but are also encouraged to preserve and develop their unique identities, languages, traditions, and values. Unlike monocultural systems that encourage assimilation into a dominant culture, cultural pluralism promotes integration without cultural absorption.

The distinction between multiculturalism and cultural pluralism is significant. Multiculturalism may simply describe the presence of multiple cultures, whereas cultural pluralism implies deliberate policies aimed at protecting minority identities and ensuring equitable representation.

Linguicism and Linguistic Imperialism

The concept of linguicism, introduced by Tove Skutnabb-Kangas, refers to discrimination based on language. It describes ideological and structural processes that privilege certain languages while marginalizing others.

Closely related is the idea of linguistic imperialism, developed by Robert Phillipson, which explains how dominant languages expand through political, educational, and economic power structures. In multilingual societies such as Nigeria, language choices in education often reflect broader struggles over power, identity, and cultural dominance.

The privileging of major languages over minority languages in schools can therefore become a mechanism for reinforcing social inequalities and weakening minority cultures.


Curriculum Development as a Political and Cultural Process

Curriculum development is often presented as a technical or pedagogical process involving the selection of learning content, teaching methods, and evaluation procedures. However, curriculum development is also deeply political and ideological because it involves decisions about:

  • what knowledge is valuable;
  • whose culture is represented;
  • which languages are promoted;
  • which histories are remembered;
  • and what kind of society education seeks to create.

Education is not culturally neutral. Beyond transmitting knowledge and skills, it also functions as a mechanism for cultural transmission, identity formation, and social reproduction.

Scholars such as Pierre Bourdieu and Michael Young argue that curriculum can become an instrument for reproducing dominant cultural values while marginalizing less powerful groups. In multicultural societies, curriculum development therefore reflects existing power relations and ideological preferences.

This is especially evident in subjects such as:

  • language;
  • history;
  • social studies;
  • religion;
  • literature;
  • civic education.

These subjects often privilege dominant cultural narratives while underrepresenting minority perspectives.

Multilingualism and Cultural Pluralism in Nigeria

Nigeria’s educational system operates within a highly multilingual and multicultural environment. The country’s language policy recognizes English as the official language and identifies Hausa, Igbo, and Yoruba as the three major Nigerian languages. Numerous other indigenous languages are recognized as mother tongues, although many are not adequately supported within formal education.

This arrangement has generated significant educational and sociopolitical tensions.

For example, children from minority linguistic backgrounds frequently experience what may be described as a “multiple language burden.” A child from a minority ethnic group living outside his or her ancestral community may be required to learn:

  • the local dominant language;
  • one of the three major Nigerian languages;
  • and English.

This creates unequal linguistic demands compared to children from dominant linguistic groups.

The emphasis on the three major languages also creates concerns about:

  • linguistic marginalization;
  • unequal resource allocation;
  • cultural domination;
  • and the gradual disappearance of minority languages.

The phenomenon of language disappearance, sometimes described as glottophagy, occurs when smaller languages are gradually abandoned due to pressure from dominant languages and cultures.

Models of Cultural Pluralism

The literature identifies several models of cultural pluralism:

Cooperative Model -Different cultural groups collaborate harmoniously while maintaining their identities.

Conflict Model – Cultural groups compete for recognition, influence, and resources, often generating tension.

Coercive Model – Dominant groups compel minority groups to adopt dominant cultural norms; and

Domination Model – Powerful groups impose their culture through institutions such as schools, media, and government policies (Young, 1979; Phillipson, 1997)

In reality, most societies display elements of several models simultaneously. In Nigeria, these models play out in such things as the choice of which Nigerian language should be learnt as L2 and which language should be used as mother tongue in school settings characterized by the presence of learners from different first languages. Given the close affiliation between language and culture, any language choices in such settings ultimately become a choice of which culture to advantage.

Challenges of Cultural Pluralism and Multilingualism in Nigerian Education

These are several and include Language Policy and Inequality, curriculum representation, the reality of resource constraints, the ever-present ethnic and religious sensitivities which may colour perception of educational decision taken, the problem of teacher supply and the availability of pedagogical materials. Let us now take up each of these in turn and discuss each albeit briefly

Language Policy and Inequality – One of the most difficult issues in Nigerian education concerns the language of instruction. While mother-tongue education is pedagogically desirable, implementing it across hundreds of languages is financially and administratively challenging.

Consequently, many minority languages remain excluded from instructional use, placing their speakers at educational disadvantage.

Curriculum Representation

Curriculum content in areas such as history and social studies often reflects dominant cultural narratives. National heroes, historical figures, and cultural references are frequently drawn from major ethnic groups, while minority cultures receive limited representation.

This may unintentionally create feelings of inferiority and exclusion among learners from minority backgrounds.

Resource Constraints

Developing multilingual curricula requires:

  • trained teachers;
  • instructional materials;
  • translation services;
  • orthographies for local languages;
  • and sustained financial investment.

Many developing countries struggle to provide these resources adequately.

Ethnic and Religious Sensitivities

Curriculum decisions involving religion, language, and culture are highly sensitive in Nigeria. Disagreements over religious instruction, civic education, and historical interpretation often reflect broader societal tensions.

Standardization Difficulties

Cultural diversity complicates efforts to standardize curriculum, assessment, and educational delivery nationwide. However, a basic truth that is worth asserting is that uniformity of curriculum offerings does not necessarily produce unity.

Teacher Preparedness

Many teachers lack adequate preparation in culturally responsive pedagogy. Without proper training, multicultural education may unintentionally reinforce stereotypes rather than promote inclusion.

Advantages of Cultural Pluralism and Multilingualism

Despite these challenges, cultural pluralism offers significant educational and societal benefits. These include the following:

Promotion of National Unity Through Inclusion

Inclusive curricula help learners feel recognized and valued within the national community, thereby strengthening social cohesion.

Preservation of Indigenous Cultures and Languages

Culturally responsive education contributes to the preservation of indigenous languages, histories, and knowledge systems.

Improved Learning Outcomes

Research consistently shows that children learn more effectively when instruction connects with their linguistic and cultural backgrounds.

Promotion of Tolerance and Intercultural Understanding

Exposure to multiple cultural perspectives helps reduce prejudice and promotes empathy, mutual respect, and peaceful coexistence. Specifically, the Urhobo adolescent who learns about Itsekiri culture is not only bound to become a more rounded but is also bound to display skills of empathy, acceptance and appreciation of fellow learners from other cultures.

Development of Critical Thinking

Multicultural education encourages learners to engage with diverse viewpoints and question assumptions critically.

Strengthening Learner Identity and Self-Esteem

Representation of diverse cultures in curriculum content helps learners develop confidence and pride in their heritage.

Disadvantages and Threats

These are several and include the following:

Risk of Ethnic Fragmentation

Excessive emphasis on cultural differences may deepen ethnic consciousness and weaken national identity.

Cultural Domination

Dominant groups may use education and language policy to reinforce their cultural influence over minority groups.

Linguistic Imperialism

Globalization and the increasing dominance of English create pressures that undermine indigenous languages and cultures. In the Nigerian case, the spread of Hausa language in the North of the country has become a threat to the survival of minority languages, some of which are now threatened with extinction of glottophagy. Without deliberate preservation efforts, minority languages may gradually disappear due to assimilation and globalization pressures.

Curriculum Overload

Attempting to represent all cultural groups adequately may lead to an overcrowded curriculum, but at the barest minimum, efforts must be made to ensure representativeness of the cultural practices of the various groups in society, whilst avoiding the dangers of political manipulation that may accompany such efforts as selection of  Curriculum content may become politicized by powerful stakeholders with strong interests, such dangers being especially high in areas involving history, language, and religion.

The challenge of all the foregoing is how to develop school programs that capture the major educational benefits of multilingualism and cultural pluralism whilst minimizing the downsides. The next section examines their implications for curriculum development.

Implications for Curriculum Development in Nigeria

This concluding section commences on the basic premise that Curriculum development in Nigeria must balance two competing imperatives:

  • promoting national unity;
  • preserving cultural diversity.

Such a curriculum development should also be culturally responsive. A culturally responsive curriculum should:

  • represent diverse cultures fairly;
  • avoid stereotyping;
  • promote inclusive citizenship;
  • support multilingual education;
  • and foster intercultural dialogue.

There is also a need to move away from curricula that privilege only dominant narratives and instead create space for minority histories, local heroes, indigenous knowledge systems, and community experiences. The solutions proposed below are based on these foundational principles

Proposed Solutions and Recommendations

Promote Multilingual Education

Nigeria should strengthen mother-tongue instruction, especially at the early childhood and lower basic education levels.

Develop Inclusive Curricula

Curriculum content should reflect the histories, cultures, and experiences of diverse Nigerian communities.

Strengthen Teacher Training

Teachers should receive professional preparation in:

  • culturally responsive pedagogy;
  • multilingual education;
  • conflict-sensitive teaching;
  • and inclusive curriculum delivery.

Encourage Community Participation

Curriculum development should involve stakeholders from different cultural and linguistic groups as this is one sure way to ensure relevance and critical stakeholder engagement with school curricula.

Support Minority Languages

Government should invest in:

  • orthography development;
  • local language publishing;
  • translation;
  • teacher recruitment;
  • and indigenous language media.

All the suggested policy interventions above come under the scope of language engineering and planned language expansion. These are well discussed in Rubin and Jernudd (1971). At the Nigerian level, these issues mentioned above are well examined in Bamgbose, Akere, and Ihebuzor (1992) and in Ihebuzor and Junaidu (1994).

There is also the need to balance Diversity with National Cohesion whilst making efforts to integrate Indigenous Knowledge Systems in curricula offerings

Furthermore, educational policy should promote shared civic values while respecting cultural diversity. At the same time, and this is the challenging part, efforts must be made to ensure that curriculum content incorporates local knowledge, environmental practices, conflict-resolution traditions, and cultural heritage.

Finally, there is a need for regular and continuous curriculum review to ensure inclusiveness, relevance, and responsiveness of curricula to Nigeria’s evolving sociocultural realities.

Conclusion

Multilingualism and cultural pluralism remain central issues in curriculum development within Nigeria’s basic education system. While cultural diversity enriches education and strengthens democratic inclusion, it also presents significant challenges relating to language policy, equity, representation, and national cohesion.

Curriculum development in multicultural societies cannot be viewed as a neutral process. It reflects broader struggles over identity, power, ideology, and cultural representation. Consequently, educational policy must carefully balance the demands of national integration with the imperative of protecting minority cultures and languages.

For Nigeria, the challenge is not whether cultural pluralism should exist, but how it should be managed in ways that promote inclusion, educational equity, social cohesion, and sustainable national development.


Selected References

  • Bamgbose, A. (1992). Speaking in Tongues: Implications of Multilingualism for Language Policy in Nigeria.
  • Bamgbose, A,  Akere F and Noel Ihebuzor (eds) (1992), Implementing the language provisions of the National Policy on Education, NERDC. Abuja, NERDC/FME
  • Barrow, R. (1976). Common Sense and the Curriculum. London: George Allen and Unwin.
  • Brent, A. (1978). Philosophical Foundations for the Curriculum. London: George Allen and Unwin.
  • Federal Government of Nigeria (1981). National Policy on Education. Lagos: NERDC Press
  • Fishman, J. (1993). “Ethnolinguistic Democracy: Varieties, Degrees and Limits.” Language International, 5(1), 11–14.
  • Ihebuzor, Noel& Ismail Junaidu (eds) (1994), Proceedings of the seminar on language survey planning, Lagos, NERDC

Phillipson, R. (1997). “Realities and Myths of Linguistic Imperialism

Posted in Basic Education, Poetry, Prose

Towards a Risk-Informed and Sensitive-Interpretative Approach to Literature Pedagogy at the Secondary School level in Nigeria

By Noel A. Ihebuzor

Abstract

The teaching of literature has long occupied a central place in secondary education because of its perceived contributions to language development, critical thinking, moral formation, emotional growth, and cultural understanding. In Nigeria, Literature-in-English remains a significant component of the secondary school curriculum and an important subject in public examinations. Much of the scholarly literature emphasizes these benefits and generally presents literature as an unqualified educational good. This article argues that such a perspective is incomplete. While literature offers substantial cognitive, linguistic, social, and ethical benefits, it may also expose learners to a range of pedagogical and ideological risks. Drawing on examples from African and Nigerian literary texts, the article examines concerns relating to age-inappropriate sexuality, violence, ideological influence, authorial bias, historical inaccuracies, racism, sexism, and gender-based violence. It argues for a shift from a purely celebratory understanding of literature teaching towards a risk-aware pedagogical framework that incorporates risk identification, mitigation strategies, and cost-benefit analysis. The article concludes that literature remains indispensable to holistic education but that its educational benefits can only be fully realized when teachers, curriculum developers, and policymakers consciously manage its potential risks.

Introduction

Literature occupies a distinctive position within secondary education because it combines linguistic, cultural, emotional, and intellectual learning in ways that few other school subjects can achieve. In Nigeria, Literature-in-English has traditionally been regarded as an important instrument for developing language proficiency, cultural awareness, creativity, and critical thinking. Through prescribed texts, students encounter diverse cultures, historical experiences, moral dilemmas, and social realities that contribute to their intellectual and personal development.

The educational value of literature has therefore been widely acknowledged by curriculum developers, teachers, examination bodies, and researchers. Literature is frequently presented as a means of nurturing empathy, promoting ethical reflection, enriching language skills, and fostering civic consciousness. Yet despite this broad consensus regarding its benefits, comparatively little attention has been paid to the risks and challenges associated with teaching literature to adolescents, particularly within developing-country contexts.

This omission is significant because literature is not merely a neutral repository of stories. Literary texts convey values, ideologies, historical interpretations, cultural assumptions, and models of human behaviour. Their influence may be positive, but it may also be problematic. Texts can normalize violence, reinforce stereotypes, present controversial ideological positions, or expose learners to themes for which they may not be developmentally prepared. Consequently, the teaching of literature should be approached not only as an educational opportunity but also as a pedagogical responsibility requiring careful management.

This article seeks to balance the dominant discourse on the benefits of literature with a critical examination of its risks. It argues that literature teaching should incorporate systematic processes of risk identification, risk mitigation, and cost-benefit analysis in order to maximize educational gains while minimizing potential harms.

The Educational Value of Literature

The case for literature teaching remains compelling. One of its most widely recognized contributions lies in the development of cognitive and linguistic abilities. Literary texts challenge students to interpret meanings, draw inferences, evaluate perspectives, and engage in imaginative thinking. Through exposure to rich and varied language, learners expand their vocabulary, improve reading comprehension, and develop sophisticated communication skills.

Beyond cognitive development, literature serves as an important vehicle for moral and ethical reflection. Literary narratives frequently present complex situations involving justice, responsibility, loyalty, courage, and integrity. Such encounters provide opportunities for learners to reflect on ethical questions and examine competing value systems.

Literature also contributes significantly to emotional and social development. Through engagement with fictional characters and situations, learners are exposed to diverse human experiences and perspectives. This process can cultivate empathy, emotional intelligence, and greater understanding of social relationships. Related concepts such as bibliotherapy and socio-emotional learning further highlight the capacity of literature to support personal growth and psychological development.

The cultural dimension of literature is equally important. Literary texts provide insights into societies, traditions, histories, and worldviews that may differ from those of the reader. In multicultural and postcolonial societies such as Nigeria, literature can strengthen cultural identity while simultaneously fostering intercultural understanding and tolerance.

Taken together, these contributions position literature as a valuable component of holistic education and as an important contributor to the development of creativity, critical citizenship, and twenty-first-century competencies.

From Educational Benefits to Pedagogical Responsibilities

The very qualities that make literature educationally powerful also make it potentially risky. Because literature engages emotions, shapes perceptions, and influences values, it possesses the capacity to affect learners in profound ways. Consequently, literature teaching should be regarded as a high-stakes pedagogical practice requiring careful planning and professional judgment.

Insights from reader-response theory, critical literacy, developmental psychology, and media-effects research suggest that readers do not encounter texts passively. Students actively construct meanings from what they read, yet those meanings are influenced by their developmental stage, social environment, prior experiences, and classroom context. These considerations underscore the need for a pedagogical framework that acknowledges both the benefits and the risks of literary engagement.

A useful way of conceptualizing this challenge is through the language of risk assessment and cost-benefit analysis. Such approaches are widely used in educational policy and curriculum development but have rarely been applied systematically to literature teaching. A risk-aware approach does not seek to censor literature; rather, it seeks to ensure that potentially problematic content is identified, contextualized, and addressed responsibly.

Risks in the Teaching of Literature

One important concern relates to age-inappropriate content and precocious sexuality. Adolescents are at a critical stage of psychological and social development, and exposure to explicit sexual themes may present challenges depending on learners’ age, maturity, and context. Texts such as “Mission to Kala” and some contemporary African fiction contain representations of sexuality and adult relationships that require careful mediation. There is a rich harvest of such in Chimamanda Ngozi Adichie’s creative writings. Texts as “The Thing Around Your Neck” (– especially stories in it like the shivering, and The Arrangers of marriage,) “Americanah”, and “Dream Count” are replete with narratives of sexual encounters and content.  Without appropriate pedagogical guidance, such content may contribute to confusion, normalization of precocious sexual behaviour, or emotional discomfort among vulnerable learners.

Another concern involves the representation of violence and the ways in which literary texts sometimes present simplistic solutions to complex social problems. Works depicting revenge, vigilantism, or violent conflict may unintentionally reinforce problematic behavioural scripts if learners are not encouraged to interrogate the ethical dimensions of such actions. In some narratives, the handling of the problem of revenge can be very problematic. “The Passport of Mallam Ilia” by Cyprian Ekwnsi illustrates this amply, as the protagonist exacts physical revenge but suffers both physical and moral loss in the end. In some cases, social injustices appear to be resolved by eliminating an oppressor (as in the case of a very aggressive and overbearing father in “The Purple Hibiscus”) rather than through dialogue, institutional reform, or restorative processes. Such portrayals require critical classroom discussion to prevent simplistic moral conclusions.

Literature may also function as a carrier of ideology. Every literary text embodies particular assumptions about society, power, economics, religion, or politics. While exposure to diverse viewpoints is educationally valuable, there is a risk that students may uncritically internalize ideological positions if alternative perspectives are not presented. Texts that strongly reflect Marxist (see Sembene Ousmane’s God’s Bits of Wood” for example), nationalist, capitalist, or religious worldviews should therefore be taught within frameworks that encourage critical pluralism rather than ideological conformity.

Related concerns arise from authorial bias. Literary works, memoirs, and autobiographical narratives often reflect the experiences and perspectives of their authors. Achebe’s There was a Country” and Adichie’s “Half of a Yellow Sun” are good illustrations of such texts. While such perspectives can provide valuable insights, they may also present partial or contested interpretations of historical events. Learners who encounter only one narrative may develop incomplete understandings of complex social realities.

Historical fiction presents a further challenge because it occupies the boundary between imagination and historical representation. Powerful novels may shape students’ understanding of national history more effectively than history textbooks. Yet literary narratives often simplify, dramatize, or reinterpret historical events. Unless teachers explicitly distinguish between historical fact and artistic interpretation, learners may develop inaccurate understandings of important historical episodes.

The persistence of racism, sexism, patriarchy, and gender-based violence in some literary texts also warrants attention. Literary representations may reproduce stereotypes, normalize discrimination, or reinforce harmful social assumptions. Okot B’Tek’s “Song of Lawino” and Mariama Bah’s “So long a letter” are interesting to read, but these two texts can be said to contain ideologically motivated simplifications. While such texts can provide valuable opportunities for critical discussion, their educational value depends largely on the teacher’s ability to facilitate thoughtful analysis rather than passive acceptance.

Towards a Risk-Aware and Sensitive-Interpretative Literature Pedagogy

Recognizing these risks does not diminish the value of literature. Rather, it highlights the need for more sophisticated approaches to teaching. A risk-aware literature pedagogy begins with careful text selection and curriculum design. Texts should be evaluated not only for their literary merit but also for their developmental appropriateness, ideological complexity, representations of violence, and ethical implications.

Within the classroom, critical literacy approaches provide an effective means of managing risk. Students should be encouraged to question texts, identify assumptions, examine biases, and consider alternative interpretations. Literature teaching should move beyond admiration of authors and texts towards critical engagement with ideas and representations.

Sensitive topics such as sexuality, violence, and ideological conflict require careful framing before reading and thoughtful debriefing afterwards. Guided discussions, reflective writing activities, and structured classroom dialogue can help learners process difficult content constructively.

Multi-perspectival teaching offers another valuable strategy. Historical novels can be paired with historical documents; ideological texts can be complemented by alternative viewpoints; literary representations can be compared with empirical evidence. Such approaches help learners appreciate complexity and avoid simplistic conclusions.

Teacher preparation is equally important. Literature teachers require training not only in literary analysis but also in adolescent psychology, ethics of representation, critical literacy, and the facilitation of controversial issues. Professional development programmes should therefore equip teachers with the knowledge and skills needed to manage sensitive content responsibly.

A broader support system involving parents, counsellors, examination bodies, and policymakers can further strengthen risk management efforts. Clear guidelines concerning sensitive content and appropriate pedagogical responses would enhance both accountability and educational effectiveness.

Conclusion

The teaching of literature remains one of the most valuable components of secondary education. Its contributions to language development, critical thinking, moral reflection, emotional growth, and cultural understanding are substantial and well established. Nevertheless, literature is not inherently benign. Because it shapes perceptions, values, and identities, it can also expose learners to a range of pedagogical and ethical risks.

This article has argued that concerns relating to age-inappropriate sexuality, violence, ideological influence, authorial bias, historical representation, racism, sexism, and gender-based violence deserve greater attention within literature pedagogy. Rather than abandoning literature or restricting intellectual freedom, educators should adopt a risk-aware framework that integrates risk identification, mitigation strategies, critical literacy, and cost-benefit analysis.

The future of literature teaching in Nigeria and other developing countries lies not in choosing between celebration and criticism but in combining both. Literature should continue to challenge, inspire, and educate young people, but it should do so within pedagogical frameworks that consciously maximize its benefits while minimizing its potential harms.

References

Alexander, R. (2008). Essays on pedagogy. Routledge.

Dewey, J. (1938). Experience and education. Macmillan.

Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Harvard University Press.

Freire, P. (2000). Pedagogy of the oppressed (Original work published 1970). Continuum.

Iser, W. (1978). The act of reading: A theory of aesthetic response. Johns Hopkins University Press.

Janks, H. (2010). Literacy and power. Routledge.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43(5), 448–461.

Miall, D. S., & Kuiken, D. (1994). Foregrounding, defamiliarization, and affect: Response to literary stories. Poetics, 22(5), 389–407. https://doi.org/10.1016/0304-422X(94)90022-1 (doi.org in Bing)

Pandya, J. Z., Mora, R. A., Alford, J. H., Golden, N. A., & de Roock, R. S. (Eds.). (2021). The handbook of critical literacies. Routledge.

Piper, B., & Dubeck, M. M. (2024). Responding to the learning crisis: Structured pedagogy in sub-Saharan Africa. International Journal of Educational Development, 109, 103095. https://doi.org/10.1016/j.ijedudev.2024.103095 (doi.org in Bing)

Rosenblatt, L. M. (1978). The reader, the text, the poem. Southern Illinois University Press.

Rosenblatt, L. M. (1995). Literature as exploration (Original work published 1938). Modern Language Association.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411 (doi.org in Bing)

Tompkins, J. P. (Ed.). (1980). Reader-response criticism: From formalism to post-structuralism. Johns Hopkins University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Texts cited

Achebe, C. (2012). There was a country: A personal history of Biafra. Penguin.

Adichie, C.N. (2003) Purple Hibiscus. Chapel Hill, Algonquin Books of Chapel Hill

Adichie, C. N. (2006). Half of a yellow sun. Alfred A. Knopf.

Adichie, C. N (2009). The thing around your neck, Alfred A. Knopf.

Adichie, C. N. (2013). Americanah. Alfred A. Knopf.

Adichie, C. N (2025).  Dream Count, Alfred A. Knopf.

Ba M (1981) So long a letter, Heinemann

Beti, M. (1958/2005). Mission to Kala. Heinemann.

Ekwensi, C (1960) The Passport of Mallam Ilia, Cambridge University Press

Ousmane, S. (1960). God’s bits of wood. Heinemann.

P’Bitek Okot (1966) Song of Lawino: A Lament. East African Publishing House

Posted in Christianity, corruption, governance, Moral conduct, power, The Christian life, Uncategorized

Pentecost Sunday and Us Catholics

By Noel Ihebuzor

Last Sunday was Pentecost Sunday, and our Parish Priest gave a powerful and moving homily. This was preceded by a praise worship session where we intoned the song – “Send your power, we pray thee, O Lord, send down your spirit, we say Amen….” The congregation was moved, and the homily, with its exhortation on the need to come together in a spirit of true fellowship, was powerfully moving. I was moved.

But I expected more, and perhaps for very personal and idiosyncratic reasons. I had expected him to challenge the Catholic faithful to break away from the shackles of fear and reject the debilitating culture of silence that keeps us mute in the face of abuse, maladministration, and betrayal of trust by political leaders. I had also hoped that his homily would weave in Prophet Isaiah’s liberation message (Isaiah 6), together with the calls for social justice from Prophet Amos and his condemnation of the exploitation of the poor.

Was I right to expect this from a Pentecost Sunday homily? I believe I was. Pentecost symbolizes the Spirit giving people courage and voice, the emergence of communal solidarity, and the use of that solidarity to call for justice openly and without fear. Such calls can inspire nonviolent witness and organized action for the common good.

Before Pentecost, Christ’s followers were marked by fear. Then came Pentecost: the chains of fear were broken, and the once fearful rose with courage to speak up and speak out, to the amazement of the public.

Yet the meaning and symbolism of speaking out extend far beyond the reversal of the Tower of Babel and the miracle of many languages. Pentecost signifies much more.

First, it marks the giving of the Holy Spirit, which in Catholic understanding enables believers to speak boldly and bear public witness. This sacramental and charismatic empowerment is often understood as a call to move from private faith to public engagement.

Secondly, for those who feel voiceless, Pentecost’s image of tongues of fire and speech in many languages reminds us that God equips ordinary people to communicate truth across divides and to name injustice in ways others can hear.

Finally, the feast and the homily preached to celebrate it can therefore be understood as both spiritual encouragement and a theological warrant for ethically speaking out against social evils rather than remaining silent.

We must always remind ourselves that Catholic social teaching links human dignity, solidarity, and the common good (John 10:10). The outpouring of the Spirit on Pentecost should be seen as a spiritual transfusion, empowering Catholics to develop the courage needed to help create communities where protection of the poor and resistance to structures that harm them become defining features.

By implication, Pentecost should embolden us to speak out against all those whose actions violate the principle of the common good. The need for such bold witness is particularly acute in contexts where public funds are abused and institutions fail. Pentecost can therefore reframe protest and advocacy as communal, faith-rooted obligations aimed at protecting the vulnerable and reclaiming public life for just ends.

Let me end by reaffirming the obvious: Pentecost gives Catholics both the inner courage to speak and the communal framework to act. It sanctifies public engagement by making speaking out a form of Christian witness aimed at restoring dignity and the common good in a society weakened by corruption and silence. Seen in this way, using a homily to invite Catholics to speak up against injustice becomes both a social and spiritual obligation, and indeed, an elevating one.

Posted in Uncategorized

Effective communication by

Noel IHEBUZOR

Experts on Effective Communication advise us to do the following when engaging in verbal communication:

Use variety, vary the stimulus and avoid monotony,

Be credible – if your audience senses or suspects that what you are saying is at variance with your every day practises and conduct, you have lost them,

Use a hook to attract attention, hold and retain attention,

Always find ways to gauge the attention, interest and response of your audience and adapt your delivery to align with these. Remember to constantly tap into that interest:

Spice your presentation with interesting tit- bits that relate to the life and experiences of your audience;

Start your presentation with something catchy -.the hook and keep on using different hooks to sustain interest and.retain attention.

Christ our saviour and leader was an expert in communication, often using a blend of strategies ranging from the amazingly simple yet subversive (the strategy he deploys in the Beatitudes) or plain dramatisation (eg setting a child amongst his listeners) or challenging his audience to engage in self examination (eg when he saves Mary Magdalene from stoning by a not too upright  crowd) to drive home his key messages.

But by far, the most effective tools of communication are deployed in the parables. A close look at them shows that they contain all the aspects of effective communication –  getting, retaining and sustaining the interest of the audience until the key message has been delivered and the audience has been guided to see what are the right choices This is because every good piece of communication ends with a call to action, a CTA, which may be explicit or implicit, subtle or direct – and the CTA is an invitation to choose and act wisely in the light of the message that has just been delivered.

The same experts on effective communication also point out to us the barriers to communication. These include

a) Language – speech and accent, dialect, non-specific meaning of words, double meaning jargon, technical language, woolly use of language, rambling, insufficient information given

b) psychological – emotive words, personality clashes, lack of interest; audience hostility

c) bias, prejudice and faulty assumptions

d) content not suited to education, status and intelligence levels of your listeners

e) physical environment – noise and distraction from the environment

Again you will notice that the parables anticipate and avoid most if not all these barriers and succeed in delivering winning presentations


Our age is obsessed by the power point presentations, where illustrations and fly-in effects and the jazzing up the presentation often mask inadequacies in content, logic and flow, We would do well to read the parables and learn from them.

In an age where verbose usage is often used to mask cognitive deficiencies, platitudes, social irrelevance of the message or the lack of preparation of the speaker, we would do well to go to the parables and learn how to communicate. And to communicate with interest, focus and effect…and with economy, things which I know I will need to learn myself.

Posted in Transparency International

Transparency International Report 2025

The 2025 Corruption Perceptions Index (CPI) paints a sobering picture of global governance. Transparency International measured perceived public-sector corruption in 182 countries, and the global average fell to 42/100, the lowest in more than a decade. Most countries are struggling: 122 out of 180 scored below 50, showing widespread corruption challenges. Only five countries scored above 80, compared to 12 a decade ago. Denmark leads again with 89, while Somalia and South Sudan sit at the bottom with 9 each.

Key Highlights

  • Top performers: Denmark (89), Finland (88), Singapore (84), New Zealand (81), Norway (81).
  • Major democracies slipping: United States (64), Canada (75), United Kingdom (70), France (66), Sweden (80), New Zealand (81).
  • Lowest scorers: Venezuela (10), Somalia (9), South Sudan (9).

Global Trends

  • Democracy matters: Full democracies average 71, flawed democracies 47, authoritarian regimes 32.
  • Civic space is critical: Countries with open civic space average 68, while those with closed civic space average just 30.
  • Declines since 2012: 50 countries worsened, including Venezuela, Syria, Hungary, and South Sudan, where corruption has become systemic.

Consequences

The report links corruption to weakened institutions, poor public services, and rising inequality. It notes that restrictions on civic freedoms often coincide with declining CPI scores. For example, Georgia (50), Indonesia (34), Peru (30), and Tunisia (39) have seen governments limit NGO activity and intimidate journalists, worsening corruption risks.

Recommendations

Transparency International urges governments to:

  • Protect independent justice systems.
  • Ensure transparency in political finance and lobbying.
  • Safeguard civic space and media freedom.
  • Strengthen oversight of public spending.
  • Cooperate internationally to combat illicit financial flows.

One striking line from the report captures the urgency: “At a time of climate crisis, instability and polarisation, the world needs accountable leaders and independent institutions to protect the public interest more than ever – yet, too often, they are falling short.”

Would you like me to create a regional comparison table (e.g., Americas vs. Europe vs. Africa) so you can see how different parts of the world stack up against each other?

Excerpted from AI

Posted in Uncategorized

Waves of Vanishing Futures

by Noel Ihebuzor

Trapped in the endless motion of time,

Yet still—unmoving,

As shadows drift past and we drift past shadows.

All fixed, locked in the quiet geometry of my steps.

Hindsight—an illusion, foresight—drowned in tides of effluvia,

where futures vanish, pasts re-echo, reappear and futures past multiply….

Unending, unseen.

 

Posted in Uncategorized

Abuja

By

Noel IHEBUZOR

City of the superfluous and inadequate

home of the ubiquitous chasing anonymity

as poverty resides rowdily with affluence,

and contractors seek contacts with tiring influence

vendors long past utility

the new sing old refrains with waning zeal

the old revisit overused swan songs,

as the clocks tick fast and slow, undecided

the placards of today announce the ruins of tomorrow

We all sing with different voices

different times, different topics,

craving harmony with discordant tunes.

The houses tell tales of indecent haste and taste riots…..

and in the ever enlarging rowdiness, haze and craze

the only person you can see and trust is yourself,

and even this dimly, dimly and dimmer

__________________________

Posted in corruption, governance, Moral conduct, power

Omelogor, social iconoclast, sexual disruptor or gender avenger?

Author: Noel A Ihebuzor

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One of the most fascinating lessons I’ve learnt about women in this my short life, and this is based on the women I’ve met, is that a man can never truly claim to know a woman, except perhaps his mum. Because essentially, women are basically unknowable.

Women are mysteries, and the moment they lose their mystery, they lose an essential trait, a trait that makes them women. I am inclined to concluding on the basis of my limited experience (error of limited sample size)  that this state of things just has to do with what I believe is at  the core of what being a woman, that quality of their “unknowability” to a man.  Let us suppose that this applies to the relationships between most women and men and is invariant in time and place. In that case, a man approaching trying to “know” a woman in fiction, and this woman herself being a creation by another woman (would “understand” be a better verb to use in this context?), faces a serious uphill task. Such a man could be said to be embarking on a task which even the bravest of souls would approach with a lot of caution and timorousness.

Yes, it is thus with a spirit of “quaking and trembling” that I embark on this assignment, or this self-imposed task that will not let me rest, of sharing a few thoughts about what I believe I’ve learnt or known or suspect to have known about one of the many female characters that populate Chimamanda Ngozi Adichie’s many books. I’ve picked on one of her female characters that is perhaps the most complex, the most unknowable, and indeed, the most difficult to trap. And this you must agree, is a difficult task for a specie (sincere apologies for any crude biologism here – it is totally unintended) that, at the outset, I’ve said is basically unknowable to most men.

The character in question here is Omelogor, Chiamaka’s cousin in Ngozi Chimamanda Adichie’s newest and most engaging novel – Dream Count. Omelogor is the person I’m trying to wrap my head around to try to see if I can present a description of her that makes sense to me before it can make sense to other people. Omelogor is very complex, but then, trying to decipher a complex character is a project that appeals to us as humans, even when we intuitively feel that failure could be the fate of such an exercise in the long run. But I’ll try. As the French say, “The difficulty of succeeding only makes it more imperative for us to try.” By the way, that’s a very bad translation indeed, because the original expression in Beaumarchais’ play = Le Barbier de Seville goes thus, “La difficulté de réussir ne fait qu’ajouter à la nécessité d’entreprendre.”.

Yes, the subject of my reflection is Omelogor, her actions and her thoughts as reflected in the story in the section of the book that bears her name. I am asking whether Omelogor is the world’s modern female Robin Hood, (And it should not surprise anyone that the name of the NGO she established and devoted to supporting female empowerment is known as Robyn Hood – how cheeky!). I am also wondering aloud whether Omelogor is a social iconoclast, a deliberate disruptor of social norms and conventions, a social avenger, a woman who is willing to stand up to the rich and powerful, a career banker who does not think twice about using a mop to poke at comfortable glass ceilings of society, a very composed male-eater or a bit of all of these. Who thus, is this engaging and unusual character, this bold character, who sets out to speak with frankness on several issues that most women would approach with a lot of caution, you may ask? Omelogor is someone who can throw caution to the wind and who speaks her mind on very difficult issues, can make up her mind on very complex social issues, and who can go ahead to do things that run counter to the dominant trends and the dominant models of sex roles in society. Once her mind is made up, she just goes ahead and does these things, without as much as batting an eyelid about what the consequences could be.

 Omelogor is a banker who returns to Nigeria from the USA, after a successful degree, and joins a bank, rises to the very top of the career and becomes a very close associate and confidant of a character in the book simply described as CEO. The appellation CEO is the only one we have of him. Could this be a technique that Chimamanda Adichie uses to suggest that the CEO could refer to anyone, to any of the many individuals who crowd and corrupt the numerous commercial establishments in Nigeria’s financial sector? Through the CEO and his antics, the reader gains an insight into the carryings-on and the putrefaction that has become a distinguishing feature of the dealings in our banking sector. These include money laundering, aiding and abetting financial heists, stealing from clients’ funds, armed with the knowledge that persons who operate accounts made up of stolen funds cannot speak up when those very same funds are expropriated from them by the persons they entrust them to.  CEO is just as criminal as those who steal government funds, as he steals from his very customers in the Bank.  Omelogor soon finds out that the CEO is stealing from his own bank but shows no moral outrage. This is a reflection of how badly her values have altered that rather than upbraid the CEO for larceny, she actually tells him that she can teach him better ways to cover his tracks and criminal acts, CEO takes the bait, and once he does this, he becomes Omelogor’s accomplice and partner in crime. By thus choosing to cover up the CEO, Omelogor has effectively pocketed him and silenced him forever. To keep him under her thumb, she says – “I never failed to perform respect” because she has come to realize that men like CEO “had shockingly thin skins”.  Notice that the expression “to perform respect” serves to convey the superficiality and fakeness of her actions since she actually feels nothing but contempt for these big men in society – “these same men who paraded wealth that they knew to be mere hull and all hollowness beneath.” Omelogor continues to thus “play” this society for her own gains and ends. Is it hypocrisy that she can still decry the collapse of morality in Nigeria or is it the silenced voice of her morality still struggling to speak out amidst all the financial rot and decadence?  Her observation that “It is not that Nigeria is poor, it is that it is virulently materialistic…….Money is at the of center of everything, absolutely everything. We don’t admire principle or purpose” is most apt but what gives the moral high ground to speak thus when we know that her behavior in managing funds entrusted to her financial house betrays this same trait?

 She makes a number of statements that condemn corruption in society and its consequences. And I find myself agreeing with her when she talks of the “fragile security of stolen wealth”.  When she comments thus of a politician – “He was surrounded by many people but he trusted so few because his power had robbed him of the ability to trust”, I find myself feeling very sorry for the politician because he is experiencing the effects of what I describe as a bad tradeoff. The story contains other instances of the damaging results of a life of criminality –aptly expressed in the reflection  “who do you go to complain when someone steals the money you stole from you”? This situation is well illustrated in the case of the politician whose money is stolen and who did nothing “because what can you do when a person has stolen what you stole”?

Omelogor crosses the stealing and cheating line and her excursion into philanthropy with stolen funds could be dismissed as the efforts of someone looking for ways to buy back her soul by using of some of the stolen money to financially empower needy women! But I could be wrong as some other reader could simply see Omelogor as  our brand new 21st century Robin Hood. She takes the money she shas stolen and sets up a foundation that embarks on an empowerment programme for women in rural communities. Redemption through restitution to non-expropriated? Does this clean up the act of stealing? Her model is that of a  thief who steals money with the intention is using it to empower the poor. But do intentions wipe out criminality? Because stealing is criminal. Taking what is not yours is criminal, even if what you’re taking is stolen. And it is important to say this and draw clear boundaries around these issues, for if not we could get trapped in a quagmire of philosophical ramblings, emotional tainted disputations and theological disagreements.  A man/woman who steals from the rich to give to the poor, is he/she doing the right thing? And if the intention is to do the right thing, do intentions redeem an act from what it was in the first instance? Now, those are the type of questions that Omelogor’s acts in the story throw our way. The case of stealing from a stealer raises important ethical and moral issues! Whilst Robin Hood is an appealing model for this type of moral conduct, one wonders what the world would become if we all became modern Robin Hoods, acting like EQUALIZERS in the Denzel Washington and Queen Latifa molds.

What would Immanuel Kant say about such a world in the light of his categorical imperatives? Ethics and Morality can often be slippery where acts are judged by the intentions of the perpetrator and not by its outcomes and consequences; The moral and ethical question of “stealing from a thief”—sometimes phrased as “Can it be right to take back what was stolen?” – is a nuanced issue in philosophy. It has attracted and continues to attract volumes and tomes in ethics and theology and Miss Adichie, in her presentation of Omelogor, walks dangerous and slippery grounds here as the actions of her character raise the important question, is it right to steal from someone who has stolen?  When Omelogor  says “Look, you have to understand that lying and deceiving are not moral issues in everyday life here – they are just survival tools.”

Should we extend the same claim to stealing and “pen robbery”? And she goes on to seal her position and indicate the protective seal one must apply on one’s mind to carry on the way she does – “Compunction is not even an option because you would need to think of these issues first as moral”. Our heroine has provided us with the moral code by which she wants to be judged. Is she rationalizing her dishonesty by thus creating a code by which her acts should be judged? Honestly, I do not know. How did her mind which condemned the sleaze and corruption in the banking sector, her mind which had so much contempt for the corrupt characters in the sector suddenly get twisted? How and why did she allow her soul to be seduced to cross over the line that separates the innocent from the damned?

Maybe the seeds for the conversion could be traced to her unusual sexual ethos. Here is a female character who picks men to sleep with and dispenses with them after the event without any trace of emotional connection. Is she real? Is she acting? Doesn’t she feel anything? Is she well? Is her characterization simply to convey, by role reversal, the frustration that women, like Zikora and Kadiatou, feel on being used and dumped by men. In one episode, she walks over and invites a man who she has spotted ogling her at a party to her flat. In another, she picks a young man in act devoid of emotional connection. She picks the men. She is not picked.

Listen to Omelogor speak about one of such pickups.  – “I sensed his fascination with and mild repulsion for women older than him”. Yet she goes on and ends up “bedding” him and this decision is the rational one of a female tigress. About this younger lover, Omelogor observes – “He was to me simply a younger man, an experiment because he was sweet”. Who else but a man-eater could speak thus – Men run for your lives! There is a man eater on the prowl! And she can be so detached during the act of coitus that she is able to provide a neutral and clinical description of the engagement taking place, taking time to talk of the practiced movement of fingers and tongue and accusing the young man trying to please her of simply going through a well-rehearsed performance whilst being completely enraptured with himself over his performance. Reads more like a description of male masturbation with a female accomplice.

There’s a role reversal here in terms of our stereotypes. In standard narratives, men use women and dump them and move on. In the cases of the encounters between Omelogor and men, the tables are turned. Here is a bold female character, an enterprising and upwardly mobile one at that too, a new manifestation of Jagua Nana if you want, who picks up men, chews them and spits them out without any emotional connection. Picking men and sleeping with them without due attention due to considerations such as shared values, social class and adequate background checks of one’s intended sleep mate carries certain risks as Omelogor discovers when one of her “captives” brutalizes her during coitus by pinching her breasts – and he confuses effective and pleasurable coitus with the act of riding her as if he were riding a horse. She is so turned off that she tells him to get off and get going.

I have a nagging feeling that the character Omelogor perhaps offers the author a good platform for speaking out against a number of male inadequacies in relationships with women, be they wives or mistresses. Take the case of Hauwa whose husband is described as a reason and not a person. Or take the case of Mmiliaku and her husband, Emmanuel. Mmiliaku complains that her husband “just climbs on top of her whilst she is sleeping!  “I just want us to have enjoyable sex and connect as man and wife. It is terrible, always the same thing: he forces himself into my body when I am asleep”. When Mmiliaku complains to Emmanuel about his approach to sexual relationships in a marriage, he resorts to the strategy of shaming, instead of agreeing to identify his shortcomings – accusing her of talking like a prostitute and advising her to change her ways! My fellow men are we such insensitive and sexually incompetent clods?

The story “Omelogor” is replete with her and the way she treats men. In a few episodes, she makes comments on masculinity and the size of the male organ, which is something you don’t usually find women talking about – but I could be wrong here. Does Adichie use Omelogor to have a laugh at men, and the type of insecurities they feel because of size. One episode during a sexual encounter illustrates this well. When one of her “sex captives” asks whether he was hurting her during the sex act, she reflects and comments to herself – ”hurting me when the man had an object of insufficient size further encumbered  by a significant belly, and yet he had the nerve, as he was huffing and puffing to keep asking “am I hurting you”. “Huffing and puffing”, like the ineffective Fox in the three pigs story! Huffing and puffing indeed – this is what a man’s action during coitus is now reduced to.

And the introduction of four of her lovers by the phrase – “There was a man” – is very unusual and subversive. “There was a man”, so we read, “there was a man with long elegant fingers”. “There was a man I could have loved, a man I wanted to love” –  all of these read more like the disinterested entries in the social diary of a female qualitative researcher working on the relationship between the sexes, – conducting initial frequency counts, tallying numbers and then making bland entries. There was this man with elegant long fingers she describes as erudite, self-possessed, and not crushingly handsome but he is disqualified by one flaw – self-love because nothing bores Omelogor more than the self-love of men who have their whole lives been praised for their looks. In another relationship, she gets really upset when the fellow keeps repeating “I love you” to her during the act of lovemaking and ends the relationship. Her longest relationship lasts 11 months! Yet this tigress is not immune from emotions that come from the type of autopsies we usually carry out at the end of relationships – “How could I have opened my door to this man who I did not want at all and could not possibly have wanted” = So what happened ? Did Omelogor open her door to him in a moment of irrationality?  Please do not ask me.

Like most men, I feel uncomfortable when females discuss male sizes. Why? It is simple –  I’m tempted to believe that the saying size matters actually is a derivative, an offshoot from male obsessions with their inadequacies. And that indeed, if you look at the current obsession in pornography, which incidentally Omelogor wanted to do a master’s degree in, and its consistent interest in exaggerations, exaggerated phalluses, exaggerated busts, exaggerated moans and visual exaggerations enhanced by different styles and angles of photography and close ups, you will understand why men feel uncomfortable when size is mentioned. In pornography where one sees such mechanistic and demeaning images, one is right to start to wonder whether sex is really an expression of affection or is it more a physical expression of power and asymmetries? Is the sexual act an expression of power symbolized by size; of force and invasions symbolized by entry for the man;  power symbolized by capture for the female; and  power symbolized by subjugation for the female? I say subjugation very responsibly and I do so because at the end of most sexual encounters, the man leaves the battlefront a reduced form of himself, feeling very, very insecure at the end of it.

It is these taboos that Omelogor exercises little reluctance in giving expression to. And this is what makes her fascinating as a character in this book. Because she talks freely about these inadequacies, and funny enough, she’s also so aware of male inadequacies that she even sets up a blog to talk to men about issues about sex and relationships that men tend to fret about and are unwilling and afraid to discuss with third parties. Reading the contents of her blog, one cannot but get the feeling that Omelogor is mocking men and having a good laugh at their expense. It is also interesting to note, as I’ve said earlier, that Omelogor decides to abandon her banking career to go to the States to do a master’s degree in all things…in all things on an unholy subject like pornography. Anyway, in the end, she abandons the degree, but that does not mean she has abandoned her restless mind. Her mind is full of energy and brimming with rebellion.

So, what we have here now is a picture of a new female. I’m careful not to say new feminist. Is this a new female that’s assertive, that’s independent, that knows what she wants to do, and that doesn’t really appear to give a hoot about what social conventions say, Is this the model for the new female? Is she the model for the new feminist in Nigeria? I don’t think that’s the author’s intention. The author’s intention is rather to tell us that it is also possible for females to choose paths that do not conform to the conventional. Females can choose paths that set them apart and that are not necessarily tied to obeying the strictures of social conventions.

In the end, looking at Omelogor, you realize that we are dealing with a female who can say what she wants, and does what she wants, and doesn’t allow herself or her horizon to be limited by social norms and conventions. Is this the definition of a feminist? Perhaps so.

Now, if this is the definition of a feminist, then Omelogor is one, a social iconoclast smashing away at all the barriers of morality, whittling down on all expectations of females in normal society, attacking preciously held notions about motherhood. In her discussion with her auntie, she’s very clear about it – attacking and showing very strong moral outrage about attempts to make her conform to the norms of a society. In that case, social iconoclasm for her becomes a route to self-expression. But when you look at her closely, you discover a woman who’s also very anxious to be loved, anxious to be possessed, anxious to possess, but who is not that lucky, because the men she meets don’t meet her criteria. Could it be that she set her criteria too high? Could the source of the problem be in the way she conceives of love as sudden panic syndrome, an emotion described by another writer Mario PUZO in the Godfather as the bolt of lightening effect? Must all love be of this highly romanticized nature?

Omelogor is a woman who has triumphed over a number of socio-cultural obstacles that stand between women and upward social mobility, who has overcome social constraints and barriers that stand between women and success, broken through the glass window and is there in our faces asserting herself, being herself, even at the risk of being labeled a social iconoclast, a man-eater who picks up the men she wants, a lady who trivializes pornography, and who is able to even take risks of sleeping with men she poorly understands. So perhaps our female Robin Hood, our female social iconoclast, our social avenger, our male-eater, is a woman who wants to be what she wants to be and who demands to be understood for what she is and wants to be. But then I’m not sure that men would understand her and accept her in that position.

But there’s a point at which she actually goes beyond this searching for identification and definition and goes into what one could call a subversive role. The typical relationship in society, the typical male-female relationship in society is one that is governed by, in many ways, in many relationships, by power asymmetry where the man either physically or financially or socially enjoys a more privileged status than the woman. That is our standard, paradigm for the relationship between a man and the woman. The man is either richer, stronger, older, more experienced or taller or whatever you want to name it. But there’s always that asymmetry which is a critical part of male-female relationship. Now, in Omelogor’s case that asymmetry is changed, is reversed, is subverted because whereas the rich man uses his money and social position to hire women to come and please him, Omelogor uses her power, her privilege, her connections to hire men to come and please her. Now, that’s subversion because it subverts our normal expectations.

It is also worth noting that in our culturally defined norms, it is the man who makes the move, who chooses, who decides where the playground will be. But then suddenly a woman emerges and she’s the one doing the choosing, choosing when it will start, choosing when it will end, choosing who she will play with, choosing on which terrain she will play with the person. And for me, that’s been very deliberately subversive because like I’ve said earlier, the typical male-female relationship is one that’s characterized by intersection of power, privilege, culture and patriarchy, and all end up favoring men. Omelogor, in one fell swoop, subverts all that. And it is that deliberate attempt to subvert and successfully subverting that qualifies her well as social iconoclast.

 There is also a play on the name Omelogor by the author. The name Omelogor in Igbo suggests social philanthropy, and most social philanthropists are men. There are a few women. It is also assumed that money used for such noble exercises was cleanly made. Was the money that Omelogor deploys  to social philanthropy made through honest means? No because we know that in Omelogor’s case, the money was made by robbing the rich who had robbed society. Philanthropy made possible with stolen funds is flawed right at the outset!  Why then would Chimamanda Ngozi Adichie, her creator “bless” her with a name as  Omelogor knowing that her social philanthropy which reflects her name is made possible by illegal-gotten wealth, even if this illegally gotten wealth is obtained by robbing the rich who have robbed society? I find to be another interesting dimension to this story.

 Omelogor is socially aware and she has agency. But her behavior shows traces of what can be called a socially amoral strain with a very pronounced pragmatist bent. Her unfolding persona clearly illustrates the difference between the immoral and the amoral person. I hope that I am not being unfair to her if I say that she can be indifferent to conventional morality and may indeed have created her own moral laws. I’m not sure I’ve understood Omelogor, but like I said, I don’t think I understand women and I don’t pretend I do and perhaps I never will.

But the story is well written by a very skilled word and phrase smith and powerful storyteller and the verses and lines flow so beautifully – Just a few examples will suffice to demonstrate this –

“a part of Zikora decayed into a bitterness which she imagines is wisdom”

“if I needed further proof that this was no emotion happening, it was the painful hailstorm of cascading regret that hit me each time I remembered him”

“Friendship should have prefixes, suffixes, gradations”.

“….and leave my skin unmarked by the stigmata of eternal gratitude”

“Jide thinks of his hopes as thwarted even before he hopes”

 

There is beauty in these lines, even if some of these lines are hauntingly so . Read the book and you will discover more.

 

 

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Bent beyond broken.

By Noel Ihebuzor

Truth is twisted, lies fall in to assorted lines, by hook and crook,  mimicking straight lines, tangled lines tangle lives, tangled lives tangle minds,  in vain we seek to untwist a tangled wreck,


the broom, overrun by yesteryear’s cobwebs has lost its power to sweep,

only witches and wild wizards, unable to find rest or sleep now hop around, crossing carpets to and fro, hopeless and hapless on its jagged ends!