Culture-Responsive Teaching-Learning Environment in Tertiary Institutions and Sustainable Social Justice in Nigeria

• In Event: 49.025 - Educational Leadership Challenges and Initiatives for Social Justice Across the Commonwealth

Abstract

Daily events have shown that Nigeria cannot move towards sustainable development without considering how to enshrine a culture responsive teaching-learning environment in her primary, secondary, and tertiary institutions. As such, this paper examines the impact of a culture responsive teaching-learning environment in tertiary institutions on sustainable social justice in Nigeria. The study adopted a descriptive survey research design, and the study area was South-South Geo-political Zone of Nigeria. The instrument for data collection was a questionnaire tagged: “Questionnaire for Apprising the Six Elements of a Social Justice Curriculum” (QASESJC). Data analysis using Chi-Square statistical analysis techniques at 95% confidence interval showed that both male and female respondents do not significantly differ in their perception on the need to incorporate the six element of social justice into the school curriculum for sustainable social justice in the country. The study concludes that teachers in all primary, secondary, and tertiary institutions should deliberately provide opportunities for students to learn about who they are and where they come from. A sense of dignity in their culture, heritage, ethnicity/race, religion, skin tone, and gender should be cultivated in the classroom.

Authors

• Francisca Nonyelum Odigwe, University of Calabar

• Idowu Eluwa, Michael Okpara University of Agriculture, Nigeria