Western Education's Impact on Northern Igbo Gender Roles in Nsukka, Nigeria

Bibliographic Data

ID3750864
AuthorsJamaine Abidogun (corresponding author)
Year2007
Volume54
Issue1
Pages28-51
Publication date2007-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAfrica Today (JOURNAL)
Journal identifiersISSN: 0001-9887 • E-ISSN: 1527-1978
PublisherIndiana University Press (PUBLISHER • US)
DOI10.2979/aft.2007.54.1.28
OpenAlexW2075884625
LanguageEN
Citations received11
References cited12

This article analyzes gender perspectives at two secondary schools in Nsukka, Nigeria. It analyzes gender-role changes or perceptions of change based on students' reported interactions in formal education settings. It summarizes gender issues under students' perceptions of gender roles, norms, and practices in relation to themselves, their peer group, and their perceptions of generational change compared with those of their parents and grandparents. These perceptions demonstrate a pattern of gender roles shaped by Western Judeo-Christian doctrine within the formal education curriculum, minimal inclusion of local history or cultural content, and loss of indigenous knowledge and practices. Gender-role change is one aspect of a general Westernizing effect of formal models of Western education on indigenous cultures

Curriculum · Developmental psychology · Doctrine · Formal education · Gender relations · Grandparent · Igbo · Inclusion (mineral) · Indigenous · Pedagogy · Perception · Political science · Sociology · African Education and Politics · Gender Studies · Law · Psychology · Religious Education and Schools

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