Women and Heritage Preservation in Southeast Nigeria: Exploring New Approaches

Abstract

The current state of women in heritage studies and the response of culture and tradition to gender issues in the rural areas are the basis for this article. The article examined the role of women in heritage preservation and promotion in Southeast Nigeria and beyond. This study was able to identify that women have great roles to play in the preservation of heritage resources in their various localities through different dimensions, and relevant/critical studies on heritage. Culture demands, treachery, inconsiderate gender struggles and gender limitations have hindered the potentialities of women in heritage issues. At the end, the study suggested new dimensions to the study of heritage that accommodate the relevance of women in heritage preservation and studies. These include feminist heritage, which implies that women and heritage can be studied in two fronts; looking at the activities of women in heritage preservation and the activities of women in heritage studies. Also important is the WECS Heritage Model which tends to address likely issues that may arise. The implication of the study is that it will open a new direction in heritage studies that would not only accommodate the relevance of women in heritage preservation and studies but also ensure smooth women studies on heritage resources in Southeast Nigeria and beyond.

School Leadership Effectiveness as Predictor of Internal Efficiency of Public Secondary Schools in Less Developed Communities in South-South Region, Nigeria

“…Lastly, hypothesis four also revealed that there was a significant relationship between principals; functional leadership style and internal efficiency of public senior secondary school system in less developed communities in South-south states of Nigeria. The finding corroborates the assertion of Nwankwo (2014) and Bush (2018). They asserted that leadership and functional leadership in particular is a commitment to school goals attainment.…”

“…Onuma (2016) defined leadership as a process of social influence where leaders induce followers to apply their energies and resources towards attaining a given objective. Leadership is the process of influencing, motivating and communicating with people towards achievement of specific goals (Nwankwo, 2014). Nusche and Moorman cited in Dabesa and Cheramlak (2021) asserted that school leadership plays a great role in improving school outcomes by influencing the motivation of teachers, parents, community and stakeholders.…”

Gaze and Narratives on Heritage Values: Discarding the Views of Host Communities in Africa

“…Moreover, another active concept used in the study is heritage values. Heritage values have to do with all sorts of opportunities that lay within particular heritage resources (Aplin, 2002;Waterton, 2015;Nwankwo & Agboeze, 2014;Prompayuk & Chairattananon, 2016;Esfehani & Albrecht, 2018). These opportunities are as defined by the host rural since the values have to do with their perception of the heritage resources as affecting their well-being in their rural.…”