1.1 Introduction
History education is the systematic study of past events, people and societies with the aim of helping learners understand the development of human civilization and apply historical knowledge to present realities (Osokoya 2008). In the context of formal education, history education plays a critical role in shaping learners values, cultural identity and national consciousness. In Nigeria, the History Education Curriculum at the Senior Secondary School level is designed to promote an understanding of indigenous heritage while also exposing students to world historical developments that influence contemporary society (Akinade 2014).
Western civilization refers to the cultural, political, economic and intellectual traditions that originated from Europe and later spread to other parts of the world through exploration, trade and colonialism (Burns, Lerner and Meacham 2010). The introduction of Western civilization into Nigerian education dates back to the colonial era, when formal schooling was structured to reflect European worldviews, knowledge systems and historical narratives (Ajayi and Ekundayo 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
History education in Nigeria has evolved through various phases shaped largely by colonial experiences, post colonial reforms and global educational influences. According to Osokoya (2008), history as a school subject was introduced during the colonial era primarily to transmit Western historical narratives and values that aligned with European worldviews. This orientation influenced the structure and content of the curriculum, leading to a strong emphasis on Western civilization at the expense of indigenous African historical experiences.
Scholars have reported that the colonial administration deliberately designed school curricula to reflect European political systems, cultural norms and historical achievements, thereby positioning Western civilization as superior and universal (Ajayi and Ekundayo 2012). This historical foundation has continued to influence curriculum development in Nigerian secondary schools, even after independence, as many syllabus frameworks and textbooks still mirror colonial educational structures. Akinade (2014) asserted that curriculum reforms introduced after independence attempted to Africanize history education, but the dominance of Western perspectives remains evident in content selection and instructional materials.
Western civilization encompasses the political institutions, economic systems, philosophical ideas and cultural traditions that originated in Europe and spread globally through colonialism and globalization. Burns, Lerner and Meacham (2010) stated that Western civilization has played a significant role in shaping modern education systems worldwide, including those in Africa. In the Nigerian context, this influence is reflected in the teaching of European revolutions, governance systems and world wars, often with limited integration of African historical narratives. Falola (2003) affirmed that such imbalance contributes to the marginalization of African voices in history education and weakens students understanding of their cultural heritage.
Education researchers contend that the persistent dominance of Western civilization in history education affects students perception of national identity and relevance of historical knowledge to Nigerian society (Ogunyemi 2015). Teachers are reported to rely heavily on textbooks that prioritize Western historical events, leaving little room for critical engagement with indigenous history. Idowu (2017) reported that this situation is particularly evident in urban areas such as Somolu Local Government Area of Lagos State, where exposure to global media and Western educational resources further reinforces Western oriented curriculum delivery.
Somolu LGA represents a microcosm of Nigeria urban educational landscape, characterized by diverse populations and varied school types. The interaction between global influences and local realities in this area highlights the need to examine how Western civilization continues to shape history education at the Senior Secondary School level. This study is set against the backdrop of concerns that the History Education Curriculum in Nigerian Senior Secondary Schools, particularly in Somolu Local Government Area of Lagos State, is heavily influenced by Western civilization.
1.3 Statement of Problems
Investigation revealed that Western civilization influences are strongly embedded in the History Education Curriculum content, delivery and assessment in Senior Secondary Schools. Also, many curriculum materials emphasize European history, colonial narratives and Western perspectives of governance and social development, which is reported to marginalize indigenous African histories and perspectives (Akinade 2014).
Furthermore, the prominence of Western elements in the curriculum is attributed to historical legacies from colonial education policies that prioritized Western knowledge systems over indigenous knowledge systems (Ajayi and Ekundayo 2012). On the other hand, educators argue that exposure to Western civilization aspects in history education is necessary for students to engage with global contexts and comparative analytical thinking (Ogunyemi 2015). It is against this backdrop that this study seeks to identify and address these existing system issues in history education.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the effect of Western civilization on the History Education Curriculum in Senior Secondary Schools in Somolu Local Government Area of Lagos State. The specific objectives of the study are to:
- Assess how the predominance of Western perspectives influences students understanding of Nigerian history.
- Examine the extent of Western civilization content in the History Education Curriculum.
- Evaluate teachers capacity to balance Western and indigenous historical narratives in classroom instruction.
- Identify the challenges associated with implementing a history curriculum that integrates both Western and Nigerian historical perspectives.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the extent of Western civilization content in the History Education Curriculum for Senior Secondary Schools in Somolu LGA?
- How does the predominance of Western historical perspectives influence students understanding of Nigerian history?
- To what extent are teachers able to balance Western and indigenous historical narratives in classroom instruction?
- What challenges affect the effective implementation of a history curriculum that integrates both Western and Nigerian historical perspectives?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant effect of Western civilization on students understanding of Nigerian history in Senior Secondary Schools in the study area.
- H02: Western civilization significantly affects students understanding of Nigerian history in Senior Secondary Schools in the study area.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help policymakers and curriculum developers make informed decisions about balancing indigenous and Western historical content. The study will also inform textbook publishers and educational resource developers about the importance of producing materials that reflect a balanced representation of Nigerian and Western history.
Furthermore, enable curriculum developers to design history syllabi that reflect both indigenous and Western historical perspectives. In addition, assist teachers in adopting instructional strategies that effectively integrate global and local historical narratives.
Lastly, the study will contribute to scholarly research on curriculum development and educational reform in Nigeria, providing a foundation for future studies.
1.8 Scope of Study
The scope of the research is focused on the effect of western civilization on history education curriculum for senior secondary schools in Nigeria. The study was restricted by the availability of schools willing to participate and access to teaching resources.
1.9 Limitations of the Study
The study was limited by inadequate access to comprehensive historical textbooks that integrate indigenous and Western perspectives.
Additionally, some schools were unable to provide complete records of students performance in history examinations. Respondent delays and limited cooperation from certain teachers was another constraint.
1.10 Definition of Terms
History Education:
According to Osokoya (2008), history education is the systematic study of past events to understand societal development, cultural heritage, and human experiences.
Western Civilization:
Burns, Lerner and Meacham (2010) stated that Western civilization comprises the political, cultural, economic and intellectual traditions originating from Europe that influenced global education systems.
Curriculum:
Idowu (2017) affirmed that a curriculum is a structured set of learning experiences, objectives, and resources designed to facilitate students acquisition of knowledge, skills, and values.
Indigenous History:
Falola (2003) reported that indigenous history refers to the historical knowledge, practices, and narratives originating from local communities and cultural traditions, often transmitted orally.
Senior Secondary Schools:
According to Akinade (2014), Senior Secondary Schools are institutions that provide formal education at the final stage of secondary schooling, typically preparing students for tertiary education or vocational training.
Somolu Local Government Area:
Ogunyemi (2015) contended that Somolu LGA is an urban administrative division in Lagos State, Nigeria, notable for its diverse population and schools, which serve as a microcosm for urban educational studies.
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