Democratic Education in Nigeria : Context and Imperatives

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


College of Education and Human Services


Educational Foundations

Thesis Sponsor/Dissertation Chair/Project Chair

Mark L. Weinstein

Committee Member

Jeremy Price

Committee Member

Monica Taylor


This dissertation examines Nigeria's political and democratic dilemmas and the imperatives of education by exploring the historical political trends of the colonial and postindependence eras of the Nigerian nation-state. It identifies the nature, pattern, character, and dynamics that connect its inherited colonial education system to the prevailing political culture, to build theory of education consisting of a general logic and set of specific applications. It examines the conceptual and practical characteristics of democracy associated with a particular education, and especially seeks a linkage between philosophic education and the development of political culture. In doing so, the dissertation strives to build a body of knowledge that may assist future policymakers, educators, and teachers.

The purpose is to provide the broad as well as specific theoretical analysis of pedagogical and philosophic education that may further the current understanding of how philosophic education is likely to facilitate the development of political culture—the values, beliefs, and attitudes that generally underpin the operation of democratic society, and are particularly needed for the preparation of Nigeria's future democratic citizens.


Print version available at Sprague Library.

Full text available at ProQuest Dissertations & Theses Global

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