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ERIC Number: EJ1075601
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1925-4741
Teaching for Democracy in Nigeria: A Paradigm Shift
Enu, Donald Bette; Eba, Maxwell Borjor
Higher Education Studies, v4 n3 p64-71 2014
In this qualitative study, the authors addresses the complexities of the Nigerian Social Studies teaching context taking into cognizance the pervasive and lecture-based pedagogical process centered on rote learning and memorization. Democracy being a globally enthroned system of government can only endure when the citizens are actively involved by making input into the system of governance. Nigerian educators, particularly Social Studies educators, must rethink their teaching practices that will produce responsible democratic citizens. To achieve this, there is need to guide a transition in the teaching approach from rote learning to critical thinking. This paper therefore advocates for a restructuring of both the curriculum and instructional approach that will give Nigerian students the desired disposition to think for themselves so as to become good citizens in a sustainable democracy.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria