Posted in Creative writing, hope, disappointment,, Literature, Aesthetics, power

The Tragedy of the Ordinary Man: Vulnerability, Resilience and Adversity in John Munonye’s The Oil Man of Obangi

By

Noel A. Ihebuzor

John Munonye’s The Oil Man of Obangi invites a reconsideration of what constitutes tragedy and, more importantly, whose suffering is considered worthy of tragic representation. In the classical conception of tragedy, particularly as inherited from Greek drama, the tragic protagonist is frequently a person of elevated social standing whose fall from fortune is associated with error, misjudgment, or hamartia. Tragedy derives part of its force from the distance between the protagonist’s former stature and his eventual ruin. Munonye radically alters this configuration. His protagonist, Jeri, has no great height from which to fall. He is an ordinary palm-oil trader struggling to sustain himself and his family in a precarious colonial economy. His tragedy lies not in falling from greatness but in the exhausting struggle to achieve even a modest degree of security.

It is precisely this ordinariness that gives The Oil Man of Obangi its distinctive tragic power. Munonye relocates tragedy from the palace to the marketplace, from the exceptional individual to the economically vulnerable household. Jeri is neither king nor warrior, neither statesman nor aristocrat. His aspirations are correspondingly modest: to work, provide for his family, educate his children, preserve his dignity and gradually improve his material circumstances. Yet the novel demonstrates how even these modest ambitions can become heroic when pursued under conditions of persistent deprivation and insecurity.

Jeri may therefore be understood as the protagonist of a modern social tragedy—a tragedy in which vulnerability, rather than hamartia, assumes explanatory importance. His suffering does not arise primarily from a fatal defect of character. Indeed, many of the qualities traditionally regarded as virtues—industry, perseverance, responsibility, thrift and devotion to family—are strongly present in him. The tragic irony is that these virtues prove insufficient. Munonye presents a social environment in which personal virtue cannot always compensate for structural disadvantage.

Adversity and the Architecture of Tragedy

Munonye constructs Jeri’s tragedy cumulatively. Adversity does not arrive as a single catastrophic event. Instead, the novel subjects him to a succession of pressures whose combined effects gradually diminish his capacity to recover. Taxation, financial insecurity, family obligations, bereavement, educational expenses, accident and the premature assumption of adult responsibilities by his daughter form part of an expanding field of misfortune.

This accumulation is crucial to the novel’s tragic method. A relatively prosperous individual may absorb an isolated shock; a poor household often cannot. The significance of adversity therefore depends not simply on the severity of the event itself but also on the resources available to the person experiencing it. Jeri’s vulnerability lies precisely in the narrowness of his margin for error. He possesses few reserves with which to absorb misfortune.

Munonye reinforces this vulnerability through the physical representation of his protagonist. Jeri’s scarred hands and his clothing—including the memorable oversized black shorts—locate him firmly within the world of manual labour and material scarcity. His body becomes, in a sense, an archive of hardship. The marks of labour upon him remind the reader that poverty in the novel is not an abstraction. It is lived physically, socially and psychologically.

This representational strategy generates pathos without requiring Jeri to be conventionally heroic. The reader’s sympathy derives from witnessing the disproportion between his efforts and his rewards. He works, saves, sacrifices and persists, yet every modest gain remains exposed to destruction by another unforeseen event.

Resilience and Its Limits

One of Jeri’s defining characteristics is resilience. Each encounter with adversity produces an effort at recovery. He refuses to surrender easily to despair, and Munonye repeatedly allows him to reconstitute his hopes after they have been damaged. In contemporary psychological language, one might describe Jeri as possessing considerable self-efficacy: he continues to believe that purposeful action can improve his circumstances.

Yet The Oil Man of Obangi complicates any simplistic celebration of resilience. Jeri’s persistence does not guarantee success. This is one of the novel’s most important insights. Resilience is valuable, but resilience without resources has limits.

The distinction is critical. Popular narratives of success often suggest that perseverance eventually triumphs over adversity. Munonye offers a more disturbing proposition: perseverance may be necessary for survival while remaining insufficient for escape from poverty. Jeri can recover psychologically from one setback, but each recovery consumes resources—money, property, labour, social standing and emotional strength. Resilience itself therefore becomes progressively more expensive.

This is particularly evident when financial pressures force Jeri into increasingly desperate coping strategies. Funeral expenses, school fees, accident and other demands erode the small economic base upon which his aspirations depend. His eventual willingness to surrender land is especially significant. Land represents more than an immediately disposable economic asset. In the social world represented by the novel, it carries implications of security, continuity and belonging. To relinquish it is therefore to mortgage part of the future in order to survive the present.

Munonye thus exposes what might be called the paradox of poverty: the poor frequently survive today’s crisis by sacrificing resources needed to protect themselves against tomorrow’s.

Deferred Gratification and the Collapse of the Future

Jeri’s economic behaviour may also be interpreted through the concept of deferred gratification. He repeatedly accepts present hardship in anticipation of future improvement. His labour, savings and sacrifices are investments in a future that he imagines will be better than the present. Education, family advancement and economic security constitute different versions of this deferred future.

In conventional economic reasoning, postponing immediate consumption may permit accumulation and eventual improvement in welfare. But Munonye introduces a crucial qualification: deferred gratification works only where the present and its structures are sufficiently secure for sacrifice to yield its expected return in the future. Jeri inhabits no such secure environment.

Every attempt at accumulation remains vulnerable to illness, death, taxation, family emergency, and accident. Consequently, the future continually consumes the resources accumulated for it before it can arrive. The irony is devastating. Jeri sacrifices the present for the future, but repeated crises compel him to spend the future merely to survive the present.

The novel therefore transforms deferred gratification from a straightforward economic virtue into a tragic mechanism. Prudence cannot guarantee prosperity when individuals are exposed to risks against which they possess little protection.

The Death of Marcelina and the Social Production of Tragedy

The death of Jeri’s wife, Marcelina, is particularly revealing. Her death from tetanus carries significance beyond personal bereavement. It directs attention towards the inadequacy of the social and medical environment within which the family exists. What is experienced privately as devastating grief may simultaneously be understood as evidence of wider institutional deprivation.

This is an important feature of Munonye’s tragic vision. Misfortune appears personal because individuals experience its consequences, yet its origins and severity are often social. Illness becomes catastrophic where healthcare is inaccessible or inadequate. Bereavement becomes economically ruinous where households lack insurance or meaningful social protection. Educational aspiration becomes fragile where school costs must compete with subsistence. An accident becomes an existential economic threat where savings are negligible.

Munonye thereby blurs the distinction between private tragedy and public failure.

The circumstances surrounding Jeri’s daughter deepen this critique. Her pregnancy at thirteen and her decision to leave school in order to assist the family represent more than an individual misfortune. Childhood itself becomes a casualty of household vulnerability. The pressures generated by poverty travel across generations: the crisis experienced by the parents reshapes the possibilities available to the children.

The tragedy is therefore not Jeri’s alone. His vulnerability becomes familial and potentially intergenerational.

Community Without a Safety Net

Another striking feature of the novel is the contrast between communal recognition and effective communal assistance. Jeri may attract sympathy and even admiration, but sympathy does not necessarily translate into material protection.

This distinction deserves attention because it complicates romantic assumptions about traditional communal solidarity. Community can provide identity, companionship and moral recognition while remaining incapable of absorbing severe economic shocks. The people around Jeri may recognise his suffering, yet recognition cannot pay school fees, replace lost income, provide medical treatment or restore depleted assets.

Munonye therefore presents a society in which social relationships exist but an adequate social safety net does not. Jeri remains surrounded by people and yet, at crucial moments, structurally alone.

His vulnerability is consequently not simply the condition of being poor. It is the condition of possessing insufficient alternatives. Poverty narrows the range of possible responses to adversity. The wealthy confront crises with buffers; the poor confront them with choices between necessities.

Jeri’s predicament illustrates this distinction with painful clarity.

From Hamartia to Vulnerability

It is here that Munonye’s contribution to the idea of tragedy becomes most apparent. Classical tragedy often encourages the question: what flaw or error brought the protagonist to this end? The Oil Man of Obangi encourages a different question: what resources did the protagonist possess with which to prevent this end?

The shift is profound.

Jeri’s tragedy is not convincingly explained by identifying a single fatal character flaw. His problem is not an excess of ambition comparable to that of certain classical tragic figures, nor an overwhelming pride that blinds him to reality. His aspirations are modest and socially recognisable. He wants security for himself and his family.

The source of tragedy therefore migrates from character towards condition.

This does not mean that Jeri lacks agency or that every decision he makes must be regarded as correct. Rather, it means that his decisions occur within severely restricted circumstances. Agency exists, but it is constrained agency. Choice exists, but the available choices are often between competing forms of loss.

From this perspective, vulnerability performs some of the narrative work traditionally assigned to hamartia. It exposes Jeri repeatedly to consequences from which more privileged individuals might recover. His poverty magnifies ordinary misfortunes into existential threats.

The tragedy of Jeri is thus not that a great man falls. It is that an ordinary man is given so little room in which to remain standing.

The Ethics of Munonye’s Tragic Method

The relentless accumulation of adversity inevitably raises an aesthetic and ethical question: does Munonye subject Jeri to too much suffering? At what point does the accumulation of calamities risk appearing authorially contrived?

The question is legitimate because tragedy depends upon plausibility. If suffering appears arbitrarily imposed merely to manipulate the reader’s emotions, pathos can deteriorate into sentimentality.

Yet the cumulative structure of Jeri’s suffering can be defended on precisely sociological grounds. Vulnerability tends to be cumulative. One shock depletes the resources needed to withstand the next. Illness produces expenditure; expenditure consumes savings; depleted savings increase exposure to subsequent crises; crisis may require the sale of productive assets; loss of assets then increases future vulnerability. What may appear, from a position of security, to be an improbable succession of disasters may represent the lived logic of chronic poverty.

Munonye’s apparent excess therefore has a deeper realism. Jeri is not merely unlucky again and again. He is progressively less protected against being unlucky.

This distinction is essential to understanding the novel.

Conclusion: A Tragedy Without Kings

The Oil Man of Obangi ultimately enlarges the moral territory of tragedy. Munonye demonstrates that tragic dignity need not depend upon social rank and that catastrophic suffering need not begin with an extraordinary flaw. The life of an ordinary palm-oil trader can carry tragic weight because the fundamental materials of tragedy—hope, striving, attachment, loss, endurance and defeat—are not the exclusive possessions of kings.

Jeri emerges as a compelling tragic protagonist precisely because his aspirations are so recognisably human. He asks comparatively little of life: the opportunity to work, support his family, educate his children and achieve some measure of security. Yet the social and economic environment continually raises the cost of these modest aspirations.

His resilience intensifies rather than diminishes the tragedy. Had Jeri surrendered immediately, his fate might merely evoke pity. Because he repeatedly rises, struggles and attempts to rebuild, each subsequent reversal acquires greater emotional force. Munonye makes us witnesses not simply to suffering but to the gradual exhaustion of the resources with which suffering can be resisted.

The novel consequently proposes a powerful revision of the tragic form. In place of the classical movement from greatness to ruin, Munonye gives us the struggle from vulnerability towards security—and the repeated interruption of that struggle by forces larger than the individual’s capacity to absorb them. In place of hamartia, he gives us precarity; in place of the palace, the poor household; in place of the fallen great man, the ordinary working man attempting to preserve his dignity.

The most disturbing question raised by Jeri’s experience is therefore not whether he possessed sufficient resilience. He plainly did. The more important question is how much resilience society can reasonably demand from a human being before the celebration of endurance becomes an excuse for the absence of protection.

Munonye’s achievement lies in making that question tragic. Jeri’s defeat is moving not because he is extraordinary, but because he is ordinary—and because the forces that overwhelm him are precisely the kinds of forces to which ordinary lives remain most exposed. The Oil Man of Obangi thus makes a persuasive case for a tragedy of the vulnerable: a modern tragic form in which the measure of the protagonist is not the height from which he falls, but the courage with which he struggles, again and again, to rise.

Posted in Colonialism, Creative writing, faith, hope, disappointment,, Politics, power, Prose, The Christian life

Reading and chatting with myself and a keyboard – my reactions to three novels – by three Igbo authors : “Arrow of God,” (Achebe) “Purple Hibiscus,” (Adichie) and  “The Oil Man of Obangi” (Munonye).

Noel A. Ihebuzor

Reading three novels together—or reflecting on them in relation to one another, even when read them at different times—can reveal unexpected connections, allowing each work to cast new light on the others. This has been my experience with Chinua Achebe’s Arrow of God, Chimamanda Ngozi Adichie’s Purple Hibiscus, and John Munonye’s The Oil Man of Obangi. Written by three Igbo authors whose works span different generations and historical moments, these novels invite a comparative exploration of how tragedy takes shape. Viewed alongside Arrow of God and Purple Hibiscus, The Oil Man of Obangi brings into focus three distinct architectures of tragedy, each shaped by a different relationship to power: Achebe explores power hardened by inflexibility; Adichie examines its oppressive exercise within the family; and Munonye reveals the vulnerability of those who possess too little of it.

Join me as we plunge further into this challenging adventure of discovery.

Ezeulu, Eugene and Jeri as tragic figures

In Arrow of God, Ezeulu comes closest to the classical tragic protagonist. He is already a man of stature: Chief Priest of Ulu, intellectually formidable, proud, politically important and conscious of his authority. His tragedy develops through an interaction between character and historical circumstance. Colonial intervention destabilizes the traditional political and religious order, but Ezeulu’s pride, rigidity and increasingly uncompromising understanding of his own authority contribute significantly to the catastrophe.

The crucial point is that Ezeulu possesses power. His tragedy concerns, among other things, how he understands and exercises it. When his conflict with his community culminates in his refusal to announce the New Yam Festival before the ritual conditions have been fulfilled, religious authority becomes entangled with personal conflict. The resulting crisis threatens the community’s harvest and helps create the conditions in which Christianity gains converts.

Achebe’s tragic structure therefore retains something recognizably Aristotelian: a distinguished protagonist, exceptional qualities, consequential choices, reversal and catastrophic loss. Yet Achebe complicates the classical model because Ezeulu’s downfall cannot simply be attributed to hamartia. Colonialism has entered the political system and altered the field upon which Ezeulu acts.

Jeri, in “The Oil Man of Obangi”, occupies almost the opposite position.

He possesses very little institutional, economic or social power. He is not destroyed because he exercises power unwisely; he is destroyed partly because he lacks sufficient power to protect himself and his family from adversity. This represents a second configuration of tragedy.

The situation is not so in the Purple Hibiscus: Here tragedy originates within and moves inside the household.

This offers a third configuration. Eugene Achike possesses considerable power—economic, patriarchal, religious and social. Publicly, he is generous, courageous and respected. Privately, however, his absolutist Catholicism becomes inseparable from authoritarian control and horrific violence against his family.

The resulting tragedy is profoundly paradoxical. Eugene possesses qualities that ought to make him admirable: generosity, courage, religious commitment and resistance to political oppression. Yet those virtues coexist with fanaticism and brutality. He can resist tyranny in public while reproducing tyranny in his own home.

His tragedy therefore contains something much closer to hamartia than Jeri’s does. Eugene’s inability to accommodate ambiguity—his absolutism, religious rigidity and desire for control—contributes directly to the destruction of the family he believes he is protecting.

There is an intriguing parallel here with Ezeulu. Both men possess authority; both are convinced of the legitimacy of that authority; both become increasingly rigid; and both ultimately lose what their authority was supposed to preserve.

But there is an important difference. Ezeulu’s rigidity occurs within a struggle involving traditional religious authority, community and colonial power. Eugene’s operates within religion, patriarchy and the intimate space of the family.

Jeri, by contrast, commands almost nothing.

Three relationships between agency and tragedy

This produces a useful continuum:

Ezeulu — Arrow of GodEugene — Purple HibiscusJeri — The Oil Man of Obangi
Social positionPowerful religious leaderWealthy patriarch/businessmanPoor palm-oil trader
Primary arenaCommunity/politics/religionFamily/religionHousehold/economy
Source of tragedyCharacter + colonial disruptionAuthoritarianism + religious absolutismPoverty + accumulated adversity
Relationship to powerPossesses and contests powerPossesses and abuses powerLacks protective power
Role of personal agencyVery highVery highLimited
Approximation to hamartiaPride, rigidity, inflexibilityAbsolutism, fanaticism, controlMuch less obvious
Central vulnerabilityAuthority under historical assaultFamily subjected to patriarchal dominationEconomic and social precarity
Tragic movementPower → isolation → collapseControl → violence → family catastropheStriving → repeated shocks → depletion
What is destroyed?Religious/social authority and familial continuityFamily cohesion and eventually Eugene himselfEconomic security, family aspirations and hope

The comparison suggests a broader historical movement in Nigerian fiction: from the tragedy of the powerful individual towards the tragedy produced by systems and structures.

That proposition needs qualification, but it is potentially a strong journal argument.

The importance of hamartia

With Ezeulu, we can plausibly ask: What did he do that contributed to his downfall?

With Eugene, the question becomes even sharper: How did the very convictions by which he defined goodness become instruments of destruction?

But Jeri forces us to ask something different:

What exactly is his tragic flaw?

Working too hard? Loving his family too much? Hoping that sacrifice will improve his children’s future? Attempting to save and accumulate?

None adequately explains his suffering.

That is why Jeri may represent the most radical departure from classical tragedy of the three. Munonye shifts the causal centre of tragedy away from defective agency and towards vulnerability.

Jeri suffers not principally because he chooses wrongly but because he possesses too few resources with which to survive the consequences of things he did not choose.

Resilience also means something different

The concept of resilience becomes especially productive here.

Ezeulu is certainly strong, but his strength gradually becomes indistinguishable from inflexibility. His refusal to bend contributes to his destruction. In his case, therefore:

resilience can harden into rigidity.

Eugene is also extraordinarily strong-willed. But perseverance in his convictions becomes dangerous because the convictions themselves have become absolutist. His psychological certainty prevents self-correction.

Jeri’s resilience is fundamentally different. His persistence is not directed towards dominating others or defending authority. It is directed towards survival.

He absorbs one shock and gets up. Another arrives and he adjusts. Another consumes some of his resources. He begins again.

And this leads to Munonye’s cruelest irony: Jeri possesses the psychological resource of resilience but lacks the material resources that would allow resilience to succeed.

This observation on the links between the needs for the existence of adequate quantities of social and material resources for the full instantiation of resilience is a much more sophisticated proposition than saying simply that Jeri lacks resilience.

The three novels also locate tragedy at different social scales

Achebe’s tragedy is substantially communal and historical. Ezeulu’s crisis affects Ulu and unfolds against colonial transformation.

Adichie’s tragedy is primarily domestic and psychological, although military dictatorship, colonial religious inheritance and postcolonial social structures remain crucial contexts. The nation enters the home, but the family is the principal theatre in which tragedy is experienced.

Munonye’s tragedy is primarily socioeconomic. The central questions concern livelihood, family survival, illness, education, property and the household’s capacity to absorb shocks.

We could therefore express their tragic geographies almost schematically:

Achebe: community → colonial disruption → tragic collapse

Adichie: family → authoritarian control → tragic violence

Munonye: poverty → vulnerability → repeated shocks → depletion

And yet all three ultimately converge upon the family. Ezeulu’s tragedy damages his household. Eugene’s tragedy destroys the emotional integrity of his household. Jeri’s tragedy progressively consumes the resources upon which his household depends.

The Nigerian family becomes, in all three novels, the place where larger religious, political and economic forces acquire human consequences.

One further distinction: Jeri may produce greater pathos precisely because he is ordinary

Ezeulu and Eugene can provoke morally complicated responses. We can admire them and condemn them almost simultaneously. Their suffering is partly entangled with the suffering they cause others.

Jeri’s relationship with the reader is different. If your interpretation of Munonye is correct, the reader increasingly recognizes a disproportion between what Jeri deserves and what Jeri endures.

That disproportion produces pathos.

And here I think that the question—“Was Munonye fair to Jeri?”—becomes considerably more interesting when placed beside Achebe and Adichie.

We can reasonably say that Ezeulu helps make his tragedy.

We can say even more strongly that Eugene helps make his tragedy and that of his family.

But can we say the same of Jeri?

If the answer is largely no, then Munonye has constructed a fundamentally different tragic protagonist – a character who is a complete victim of circumstances. Since these overwhelming circumstances were created by the author, can we say that thebrotagonist is the victim of his creator?

Conclusion

Where Achebe’s Arrow of God locates tragedy in the collision between authority, character and historical disruption, and Adichie’s Purple Hibiscus locates it in the pathological exercise of patriarchal and religious power, Munonye’s The Oil Man of Obangi relocates tragedy among the socially vulnerable. Jeri’s catastrophe proceeds less from hamartia than from precarity: he is not a powerful man destroyed partly by the manner in which he exercises agency, but an ordinary man whose agency is progressively overwhelmed by accumulated adversity. Munonye thereby transforms the Nigerian tragic protagonist from the bearer of consequential power into the bearer of consequential vulnerability.

Ezeulu, Eugene and Jeri can be read as three configurations of power in modern Nigerian tragedy: the man who has power and will not bend, the man who has power and uses it destructively, and the man who lacks enough power to protect himself from catastrophe.

The particularly powerful conclusion would be that Munonye does not abolish the tragic hero; he democratizes him. Tragic stature no longer comes from office, priesthood, wealth or authority. Jeri acquires tragic stature through endurance itself. In that sense, The Oil Man of Obangi makes perhaps the most radical claim of the three novels: an ordinary person’s struggle to keep a family alive can possess as much tragic magnitude as the fall of a chief priest or the destruction of a powerful patriarch.

Posted in Uncategorized

Cry, the beloved country – unforgettable title of a famous book by Alan Paton in 1948

Cry, the beloved country, for the unborn child that is the inheritor of our fear. Let him not love the earth too deeply. Let him not be too moved when the birds of his land are singing, nor give too much of his heart to a mountain or a valley. For fear will rob him of all if his gives too much.

I read these lines and I remember Naija and its fear-soaked atmosphere, clammy like a wet blanket and just as suffocating. How could a country with so much beauty potential have turned out so ugly? This land had the potential to be beautiful beyond the singing of it but lies prostrate in the mud and in the sand all because greed made us eat up our grains in a feverish rush of glutinous consumption, and having consumed all the grains, we set about consuming our brains.

The hills are now bent in sorrow and the valleys have become places of terror cluttered with rogues, bullies, terrorists and human vultures, dead souls without culture.

Who can sing in this fetid place? Who can breathe in this suffocating space? This.place kills dreams and renders sleep hollow, full of fear and empty of rest.

Cry, the beloved country, for our unborn children who may inherit emptiness and the whirlwinds that are being sown by actions and inactions.

Noel @ Amizi

Posted in Basic Education, governance, Language in education, Politics, 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. The writing of this paper is informed by concerns for equity, respect for language rights and the imperative for culturally responsive pedagogy. A related motivation was the need to broaden the rhetoric on curriculum decolonisation to include recognising the dangers in the subtle colonisation of speakers of minority languages in multilingual African countries such as Nigeria by speakers of dominant languages in these same countries. Implicit in the above is the invitation to the reader that colonisation is colonisation. Denying a speaker of a minority language education in his/her language is thus a measure that could lead to exclusion. Given the vital link between language and indigenous knowledge systems, such an exclusion could also lead to major losses in indigenous knowledge systems for speakers of such languages

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 and 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 latter concern, that of a concern with the phenomenon of language disappearance, sometimes described as glottophagy, becomes 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. Finally, the way that Nigeria manages its cultural pluralism and multilingualism must be such that would advance her pursuit of SDGs 4 and 11.


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 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

__________________________