Browsing by Author "Olowu, Roy Tokunbo 0000-0002-7900-1588"

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    De-colonising global citizenship education for knowledge sharing and acceptable norms in Nigeria
    (Center for Strategic Studies in Business and Finance, 2022-08-26) Adu, Emmanuel O. 0000-0002-0304-5138; Olowu, Roy Tokunbo 0000-0002-7900-1588
    A brief history of the teaching profession is related to the development of teacher education and the institutions associated with professional teacher training in Nigeria. The study adopts a qualitative research approach with a phenomenological research design and purposively selects 18 participants from 6 Geo-political zones of Nigeria with three participants from each zone. (South-South, NorthEast, South-East, North-Central, South-West, and North-West). A thematic approach is used to analyse the data from a semi-structured interview. The research engaged educators on thematic approaches to global citizenship education (GCE). A pilot study conducted by the researchers made a case for the de-colonisation of GCE in Nigeria to be embedded in a Continuous Professional Teacher Development (CPTD) programme, for educators and stakeholders to acquire the skills that can support them to identify and manage disparities in knowledge sharing, values, ethics and social responsibility. While recommending a national adoption of UNESCO’s 2030 Sustainable Development Goals in professional teaching policy and praxis, the paper argues that homegrown CPTD programmes should be a core activity in the process of de-colonising GCE.
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    Teachers’ Perceptions of How Global Citizenship Education Promotes Problem-Solving Skills and Conflict Resolution in Nigeria
    (Tishk International University, 2022-11-22) Adu, Emmanuel O. 0000-0002-0304-5138; Olowu, Roy Tokunbo 0000-0002-7900-1588
    This paper explores the perceptions of teachers on how GCE promotes problem-solving skills and conflict resolution in Nigeria. The paper adopted a qualitative research approach of phenomenological design. The purposive sampling technique was used to select 18 participants across the 6 geo-political zones of Nigeria. A semi-structured video conferencing interview was used as a dialogic forum about how GCE promotes problem-solving skills and conflict resolution. The findings revealed that the best approach to use in balancing perceptions on any issues about peace, conflict and social justice is the development of positive values and attitudes by engaging students with transformational pedagogies. National curriculum content needs to be relative to the needs of the learning environment in Nigeria. A national Continuous Professional Teacher Development Programme (CPTD) is required to create a community of Teachers with global skills. This will enable the development of peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. The paper concludes that the knowledge of GCE can go a long way in promoting the non-cognitive domain to make students more skilled to live and work in a globalised world.