De-colonising global citizenship education for knowledge sharing and acceptable norms in Nigeria

Emmanuel O.  Adu; Roy Tokunbo Olowu

doi:10.20525/ijrbs.v11i6.1911

Authors

Emmanuel O. Adu Professor, School of General and Continuing Education, Faculty of Education, University of Fort Hare, East London. South Africa https://orcid.org/0000-0003-1345-5517
Roy Tokunbo Olowu Principal Consultant, Global Learning, Soft Contents. UK https://orcid.org/0000-0002-7900-1588

DOI:

https://doi.org/10.20525/ijrbs.v11i6.1911

Keywords:

Acceptable Norms, Continuous Professional Teacher Development, De-Colonisation, Global Citizenship Education, Knowledge Sharing

Abstract

A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, North-East, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to global citizenship education (GCE). A pilot study conducted by the researchers made a case for the de-colonisation of GCE in Nigeria to be embedded in a Continuous Professional Teacher Development (CPTD) program, for educators and stakeholders to acquire the skills that can support them to identify and manage disparities in knowledge sharing, values, ethics and social responsibility. While recommending a national adoption of UNESCO’s 2030 Sustainable Development Goals in professional teaching policy and praxis, the paper argues that homegrown CPTD programmes should be a core activity in the process of de-colonising GCE.

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