Pedagogy for Teaching and Promoting Social Justice and Human Rights an Early Childhood Educational Institutions in Nigeria (Published)
Every state is desirous of quality and meaningful development where empowerment, emancipation and liberation of the citizens is key. Achieving and enjoying a state where empowerment, emancipation and liberation of the citizens are norms can only be possible through education especially one that is provided to citizens in their early childhood days and in an atmosphere where the fundamental human rights of the citizens and the citizens’ pursuit of other socio-moral and socio-political ideals are guaranteed. An educational provision that promises the Nigerian society such value-laden ideals is one that is deep-rooted in social justice and human rights. Using the philosophical method, this paper focuses on the pedagogy for promoting social justice and human rights among early learners in Nigeria. The study is strongly anchored on the position that early and sound foundations of Nigerian learners on issues that border on social justice and human rights (individual welfare, public welfare or national interests) have potentials to challenge learners into indulging in abstract, creative and critical thinking that revolve around human welfare and the welfare of the state. The study concludes by raising pedagogical signposts through which the ideals of social justice and human rights can be inculcated in early childhood learners in Nigeria.
Entrenching Quality Educational Output through Teachers’ Professional Ethics of Social Justice and Confidentiality (Published)
The study examined the entrenchment of quality educational output through teachers’ professional ethics of social justice and confidentiality in federal universities, South-South Zone of Nigeria. Two research questions were raised, and two hypotheses were formulated to guide the study. The correlational research design was used for the study. The population of the study comprised 6,305 teaching staff and 32,613 graduating students in the 2014/2015 and 2015/2016 academic sessions distributed into the six federal universities in South-South Zone of Nigeria. Purposive and simple random sampling method of balloting were used to select 1,275 (20%) teaching staff and 3,517 (10%) students. Two instruments titled “Ethics of Social Justice and Confidentiality Questionnaire (ESJCQ)”, and “Graduate Educational Output Checklist (GEOC)” were used for data collection. The reliability co-efficient of ESJCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.87 was obtained. Coefficient of R value and R2 were used to answer the research questions, while the f-value of Simple Linear Regression Analysis was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the quality of educational output in Nigerian South-South federal universities can be entrenched by teachers’ adherence to the ethics of social justice and confidentiality. Based on the findings of this study, it was recommended that, teachers and administrators should face 21st century demands and adapt to tough academic and fiscal challenges by understanding the power of relational confidentiality and trust as an instructional tool for improving student performance. Furthermore, Institutional leaders and stake holders should ensure that teachers’ professional development programmes focuses on enlightening teachers on how to integrate equity, activism, fairness, justice and the elimination of oppression in order to positively impact students’ educational output.
Catholic Social Justice teaching is the body of doctrine developed by the Catholic Church on matters of poverty and wealth, economics, social organization and the role of the state. Its foundations are widely considered to have been laid by Pope Leo XIII‘s 1891 encyclical letter Rerum Novarum, which advocated economic distributism and condemned both Capitalism and Socialism, although its roots can be traced to the writings of Catholic thinkers such as St. Thomas Aquinas and St. Augustine of Hippo, and is also derived from concepts present in the Bible. Among the social issues addressed by the teachings is the place and relevance of work in human life. According to the teachings, Work is more than a way to make a living; it is a form of continuing participation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected-the right to productive work, to decent and fair wages, to the organization and joining of unions, to private property, and to economic initiative. How can these teachings be made relevant to the African context and Church? An attempt to answer this important question is embedded in the dialogue between this body of doctrine and the African world view. Such a dialogue must consider the nature African thought systems and world-views as found in African Philosophy and more specifically the philosophies of Ubuntu and Communalism. This paper therefore discusses the responses of African Philosophy in contextualize the Catholic Social Teachings in Africa.
This work examined the spatial inequality of development in the twenty one Local Government Areas of Anambra State. To determine the extent of the inequality in state’s development service, Gini co-efficient procedures, factor analysis and cluster analysis procedures were employed. The data used were collected on 17 variables indexing various aspects of development for the 21 Local Government Areas. From the Gini co-efficient analysis, using the 17 original development indicator variables, the result shows that there are inequality in health, M.D.G water, and transportation variables. With the composite standard deviate, several patterns of inequality were revealed. Development is found to be continuous in scale among the areas, and the areas can be categorized into different groups; but on the basis of the technique of analysis adopted, a structure of privileged and under privileged areas were revealed. Eleven out of the 21 Local Government Areas were privileged while 10 areas were deprived. Six variables with eigen-value greater than unity were extracted from the factor analysis. Six variables explained about 78.16 percent of the variation in the original variables. It shows that 4 Local Government Areas have a comprehensive development while many other areas are deprived in terms of development. Conceptually, development is seen in terms of social and economic opportunities available to a community for its welfare and progress. The principles of equity and social justice therefore form the bases of determining the relative privilege or under-privilege of a unit area in the overall development of the study area. From the cluster analysis result, it shows that while the privilege group exhibits random pattern, the underprivilege group has some tendency towards clustering.