THE IMPACT OF SOCIAL STUDIES EDUCATION ON THE POLITICAL AWARENESS OF SECONDARY SCHOOL STUDENTS FOR CITIZENSHIP DEVELOPMENT IN NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1        BACKGROUND TO THE STUDY

It is often assumed that the school serves as a potential agent of political socialization, which helps in influencing the formation of political norms, values and attitudes in children. On a purely theoretical level, it has been claimed that education is related to politics, because it promotes the creation of a sense of common citizenship. (Roach, 1976)

It is believed that education is an effective instrument for socializing the young children through the promotion of desirable socio-cultural values, creation of political awareness which prepares the youth to perform their functions to the nation effectively as they grow up as adults. DuBey (1972) emphasized that educational institutions in Nigeria are recognized as playing a very important role in socialization of the Nigerian school children. Jaros (1973) too claimed that schools are specifically designed to communicate political values to the children.

It is emphasized that education serves as a potent force in finding solution to social problems and for the development of the potentialities and aspirations of a nation. Briggs (1930:143) in Ukeje (1966) stressed that education is an investment by the society to make itself a better place in which to live and a better place in which to make a living.

Dewey (1916, 1938, 1952) and Conant (1959) in Okam (2004) endorsed that schools in a socio-political system must enable learners develop a

philosophy of life and a social outlook through genuine educative participation. Dewey (1916) in Okam (2004) irrevocably linked democracy and education. He forged the link between democracy, as a social process, and education as a democratic way to prepare citizens to make intelligent decisions about social change. Dewey (1916) saw democracy and education as part of the same process of growth. His reflection was that the new responsibility of education for democracy, particularly in such a social system as the United States of America, fell heavily on the school. He noticed that the basic problem of educators largely impinges on how schools would be geared at providing a distinct curriculum for each individual that would meet both personal and social goals.

He endorsed that subjects should be included in the curriculum only if they had immediate value for the present needs and growth of a student. The need for full participation of students in the national political life of Nigeria, being a democratic nation, is a desirable goal. Social Studies, as a curriculum instrument, is assigned a key role in the successful implementation of the nation’s political goals. Adaralegbe (1980) and Mafuyai (1980) maintained that Social Studies can provide students with the necessary skills for articulate citizenship, preparation for future participation in democracy, political literacy and responsibility. DuBey and Barth (1989) and Okam (1998) contended that the basic goal of Social Studies is the preparation of the pupil for full responsible citizenship. Okam (1998) pointed out that Social Studies has to be seen as a modern attempt at an interdisciplinary study of a topic, a problem, an issue, a concern or an aspiration.

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THE IMPACT OF SOCIAL STUDIES EDUCATION ON THE POLITICAL AWARENESS OF SECONDARY SCHOOL STUDENTS FOR CITIZENSHIP DEVELOPMENT IN NIGERIA