By Esther Dibal and Halima Imam
As former school teachers and forever advocates for quality education in Nigeria, we are deeply concerned about the content being introduced in some of the textbooks used in Nigerian secondary schools today. Recent revelations from Mr. Alex Onyia, through his X handle @winexviv, have brought to light some disturbing content in JSS 1 textbooks that raise serious questions about the educational material shaping the minds of our young learners.
Mr. Onyia has consistently shared updates on certain sections of JSS 1 textbooks that seem to introduce ideas and concepts that do not align with our cultural and moral values. As a nation and as a people, Nigerians do not support homosexuality, gay and lesbian practices, and certainly do not encourage the exposure of children to such matters, especially at such formative ages.
In a recent tweet, Mr. Onyia posted:
“How is it possible that textbooks meant for JSS 1 students are now discussing concepts that should not even be part of the curriculum? We need to stand up and protect our values!” @winexviv
His concerns highlight a critical issue: the influence of foreign values and ideologies on the education of Nigerian children. While Europe and America are allowed to embrace their values and live according to them, Africans should be free to maintain and teach their own cultural and moral values, without external interference. Africa has its deeply rooted traditions and societal norms, and it is our responsibility to safeguard these values for the next generation. Our children’s minds should not be polluted by ideas that undermine the African way of life.
Another tweet by Mr. Onyia reads:
“We must remain vigilant. Our schools should be a place of learning and moral growth, not a breeding ground for ideas that conflict with the essence of who we are as a people.” @winexviv
This raises a key point: how do such contents find their way into our educational system? The role of teachers and parents is crucial here. Teachers are not only educators but also custodians of the values that shape young minds. It is their responsibility to critically evaluate the content they teach and to raise red flags when they come across questionable material. Parents, on the other hand, should be actively involved in their children’s education, reviewing the books and materials used, and having conversations about the values they hold dear.
Textbooks are supposed to be a reflection of society’s values and knowledge, preparing students for life in a way that respects cultural integrity. We cannot afford to overlook this. It is not a question of stifling so called freedom of thought or imposing ‘rigid beliefs’, but rather ensuring that what we teach aligns with the foundational values of the society in which we live.
In conclusion, while the world is becoming more interconnected and globalized, it is critical that African nations maintain their cultural sovereignty, especially in areas as important as education. Parents and teachers must unite to ensure that the material being fed to their children upholds the values they cherish, and that their education is not compromised by ideologies that do not reflect who we are as Nigerians.
We must take responsibility for what is being taught in our classrooms and preserve the moral fabric of our society for future generations.
And as such conversations continues to grow within educational circles, it is essential to consider the broader implications of allowing foreign influences to shape the content of our textbooks. Mr. Alex Onyia’s observations serve as a wake-up call for all stakeholders in the Nigerian education system, from curriculum developers to policymakers. It is critical that we ask ourselves: How did we get here, and what can we do to correct it?
First, there must be an immediate and thorough review of the content of all textbooks used in Nigerian schools. The Ministry of Education, in collaboration with state and local education authorities, should work to identify any material that conflicts with our national and cultural values. Educational content should promote not only intellectual development but also social and moral principles that align with the Nigerian ethos.
In the same vein, the process of approving textbooks for schools should be more transparent and participatory. Teachers, parents, and community leaders should have a voice in determining the suitability of textbooks. Educators should be provided with clear guidelines on what content is appropriate for different age groups, ensuring that young students are not prematurely exposed to complex and potentially harmful ideas.
Secondly, we must also acknowledge the crucial role of parents in this fight. Many parents rely entirely on schools to educate their children, without taking the time to engage with the materials their children are being exposed to. But education is a partnership. Parents must actively participate by reviewing textbooks, asking questions about the curriculum, and providing guidance to their children at home. By doing this, parents become defenders of the values they want to see instilled in their children.
To quote one of Mr. Onyia’s tweets:
“Our children are exposed to so much already through social media and the internet. The least we can do is protect them within the four walls of their schools.” @winexviv
This speaks to the reality of today’s world, where children are constantly bombarded with all types of information from different sources. If the school environment also starts to introduce content that contradicts the values being taught at home, we risk confusing and overwhelming our children at a critical stage of their development.
Finally, the role of teachers as gatekeepers of knowledge cannot be overstated. Teachers must not only be educators but also cultural stewards, preserving and passing on the values that strengthen our society. They must be empowered to challenge and raise concerns when they encounter questionable material in the classroom. Professional development and training programs should include discussions on how to handle sensitive content in textbooks, ensuring that teachers are equipped to filter what aligns with our values and what does not.
In conclusion, as educators and parents, we have a duty to preserve the integrity of our educational system. Education is not merely about academic achievement but also about the formation of character and values. We cannot afford to be complacent. Our textbooks should reflect the best of who we are, helping to raise children who are not only knowledgeable but also respectful of their cultural heritage.
The battle for the minds of our children is one we must take seriously. By standing firm in our values, working together as a community, and maintaining vigilance over what is being taught in schools, we can ensure that the next generation of Nigerians grows up with a strong sense of identity, purpose, and moral grounding.
We call on the relevant authorities to take immediate action in addressing these concerns, and for all of us, parents, teachers, and policymakers alike, to remain committed to safeguarding the future of our children through quality and value-driven education.
*Halima Imam and Esther Dibal wrote from axk4lima@gmail.com