Missionary Rivalry and Educational Expansion in Southern Nigeria, 1885-1932

Bassey, Magnus O.

doi:10.2307/2295531

Cited by 12 publications

(6 citation statements)

References 1 publication

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“…The creation of more states in Nigeria by each military administration that ruled the country between 1966 and 1999 was to satisfy some sections of the Nigerian society who cried of marginalisation by the federal government. Politically, it is worthy to mention that the colonised Nigeria before independence was perceived by Nigerians as an illegitimate foreign system, operated according to unfamiliar rules and norms which could not functions to promote a sense of common natural identity among the diverse ethnic groups or even the three regions that made up the country then (Abbas & Yigit, 2016;Ahmed, 2016;Constantine, 2017;Kaya, 2016;Bassey, 1999). Nigeria finally got her independence on 1 st October, 1960, under a conservative federal coalition government which had Dr Nnamdi Azikiwe as Governor General, Tafewa Balewa as Prime Minister and Chief Obafemi Awolowo as the leader of opposition.…”

Section: Brief Historical Overview Of Nigeriamentioning

confidence: 99%

The Political undertone in the development of nomadic education in Africa: Lessons from Nigeria

Akpan

2018

AM J QUALITATIVE RES

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This study examines the dynamics that necessitated the conceptualisation and development of nomadic education programme by the military government of Nigeria in 1986. Because of the nature of the paper which has some political connotations, governmentality theory by Foucault was adopted. In this paper, however, two methods of data gathering (oral interview and archival materials) were used. From the findings, it was discovered that the 1979 Nigerian Constitution, various International Conventions and Treaties, National Policy on Education and Miyetti Allah Cattle Breeders Association significantly influenced the conceptualisation of nomadic education programme in Nigeria. Furthermore, it was also revealed that the implementation of newly introduced nomadic education in Nigeria was made possible by the promulgations of some decrees.

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Section: Brief Historical Overview Of Nigeriamentioning

confidence: 99%

The Political undertone in the development of nomadic education in Africa: Lessons from Nigeria

Akpan

2018

AM J QUALITATIVE RES

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“…Although the arrival of Christianity into today's southern Nigeria, as elsewhere in Africa, preceded colonial conquest, it is with the establishment of the British colonial rule at the turn of the 20th century that the Christian expansion began in earnest (Bassey 1991). Not surprisingly, both the British occupation and the Christian expansion were relatively quick in the south but met with fierce resistance in the north; that resistance continued symbolically and culturally well after the military defeat of the Sokoto Caliphate in 1906 (Sulaiman 1987).…”

Section: A Tale Of Two Countries: Nigeria and Tanzaniamentioning

confidence: 99%

History, Community Milieu, and Christian‐Muslim Differentials in Contraceptive Use in Sub‐Saharan Africa

Agadjanian

Yabiku

Fawcett

2009

Scientific Study of Religion

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In the globalization discourse, Christianity and Islam are often construed as representing two traditions that are conflicted and incompatible. This study engages the "clash of civilizations" discourse by examining MuslimChristian differentials in the use of modern contraception in Nigeria, where Christians have a much higher contraceptive prevalence, and Tanzania, where Muslims are somewhat more likely to use contraception. Employing data from six nationally representative surveys conducted in the two countries between 1990 and 2004 and multilevel logistic regression, we find that the effects of religion remain strong but operate largely through the community religious milieu. Contraceptive use tends to be highest in religiously mixed areas, but the "optimal" religious makeup differs between the two nations, reflecting the historically shaped configurations of their religious expressions and politics.Fueled by politics, the issue of the "civilizational" opposition of Christianity and Islam frequently, even if not always explicitly, makes its way into current globalization discourse. Drawing upon various dimensions and aspects of Christianity's and Islam's historical patrimony and present-day realities, elaborate and forceful arguments are made that reify a gulf dividing the two "civilizations" and, on the contrary, reduce the differences between Christian and Muslim heritages and politicocultural expressions to mere miscommunication or opportunistic manipulations (e.g.One of the most commonly used yardsticks to assess the differences between the Christian and Muslim worlds is their receptivity to cultural and technological changes. It is often presumed that the former possesses better aptitude and flexibility to embrace and internalize innovations than the latter. These and similar assumptions and assessments, however, seldom rest on a thorough examination of empirical data-mainly because appropriate and well-measured indicators of such innovations are rare. In this study, we look at contraceptive use in the context of high fertility-a sort of novel cultural technology that can be easily measured without bias. We focus on what is often labeled "modern" contraceptives-hormonal or barrier methods that are scientifically developed and industrially produced, whose invention and spread are historically recent and whose practical purposes and cultural load are often very different from "traditional" methods of birth control. Importantly, in the settings that we examine here contraceptives are usually available free of charge or are heavily subsidized, which effectively eliminates the pecuniary barriers that often hinder the spread of other novel technologies.The last half-century has witnessed a global contraceptive revolution. This revolution, however, has not impacted the world evenly. sub-Saharan Africa remains one of the last "family Acknowledgments: The authors are thankful to Cecilia Menjívar, S. Philip Morgan, and Jenny Trinitapoli for useful comments and suggestions. Correspondence should be addressed to Victo...

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“…In southern Nigeria, Christian missions were free to operate since the 19th century and used schooling as a key mechanism for their evangelisation work as well as to compete with each other(Bassey, 1999;Gallego & Woodberry, 2010). Building on these foundations, authorities in pre independence southern Nigeria took the first steps to expand primary education in the 1950s, which were very successful (Uwaifo Oyelere, 2010).…”

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confidence: 99%

Tackling the Largest Global Education Challenge? Secular and Religious Education in Northern Nigeria

Antoninis¹

2014

World Development

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With more than ten million children out of school, Nigeria is the country furthest away from universal primary education. Low access to school is concentrated in the north of the country where a tradition of religious education has been seen as both a constraint and an opportunity. This paper uses recent survey data to explain household decisions related to secular and religious education. It demonstrates a shift in attitudes with unobserved household characteristics that favor religious education attendance being negatively correlated with secular school attendance after controlling for a rich set of background variables. The paper also provides quantitative evidence to support the argument that the poor quality of secular education acts as a disincentive to secular school attendance. This finding cast doubts at policy attempts to increase secular school enrolment through the integration of religious and secular school curricula.

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Missionary Rivalry and Educational Expansion in Southern Nigeria, 1885-1932

Cited by 12 publications

References 1 publication

The Political undertone in the development of nomadic education in Africa: Lessons from Nigeria

The Political undertone in the development of nomadic education in Africa: Lessons from Nigeria

History, Community Milieu, and Christian‐Muslim Differentials in Contraceptive Use in Sub‐Saharan Africa

Tackling the Largest Global Education Challenge? Secular and Religious Education in Northern Nigeria

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