Scholarly Works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/773

Browse

Now showing 1 - 20 of 97

THE 1999 CONSTITUTION AND THE MANAGEMENT OF INDIGENE-SETTLER CRISIS IN JOS, PLATEAU STATE, NIGERIA
(2014-07) BABATUNDE, E. O.
In Nigeria, relevant sections of the 1999 Constitution prescribe ways to manage inter-group relationships and contentious issues among constituent parts within the realm. However, the constitution is not definitive in specifying statuses of indigenes and/or settlers, thereby opening those sections on ‘indigeneity’ to misrepresentation and abuse, occasioning communal crisis in Jos since 2001. Drawing heavily on sociological and political perspectives, extant literature on indigene-settler has focused on the causes and management of the Jos crisis neglecting the dysfunctional structural template embedded in the Constitution. This study, therefore, assessed the contradictory nature of the provisions of the 1999 Constitution regarding indigene-settler relationship, how it has exacerbated the crisis in Jos and the effectiveness of constitutional provisions in quelling the crisis. The study adopted Strauss and Corbin’s grounded approach and the qualitative research design. Data were collected from primary and secondary sources. Key informants interviews were conducted with seven members of the Constitution Review Committee drawn from the National Assembly, five members representing Plateau State at the National Assembly, four constitutional lawyers and12 leaders from the major ethnic group associations resident in Jos. Furthermore, two respondents drawn from Civil Society Organisations (CSOs) and two naturalised citizens resident in the city were also interviewed. Other primary sources include the 1999 Constitution and key judicial decisions. Secondary sources were newspapers and newsmagazines. Data obtained were content analysed. The gaps in, and contradictory nature of sections 14 (3), 25 (1), 45-46 and 147 (3) on the status of indigene-settler in the 1999 Constitution is the base of the myriads of crises plaguing Jos since 2001. Specifically, the provisions of sections 14 (3) and 147 (3) neither envisaged the gravity and complexity of the crisis elicited by a convoluted indigene-settler relationship in Jos nor the far-reaching implications for safeguarding citizenship and fundamental human rights in Nigeria. The cases of Festus Okoye & ors v. FGN & ors, (2004) and Anizaku & ors v. Nasarawa State Governor & ors (2010) failed to get judicial definition for indigeneship and deterred governments from using the indigene-settler dichotomy as basis for assessing socio-economic and political opportunities like education and employment. These stoked renewed crises in Jos in 2004 and 2010 respectively. Contradictory administrative, political and military responses further exacerbated the crisis. The inability of successive governments to implement the recommendations of the various judicial commissions of inquiry continues to fan discord between and amongst groups in the city. Interviews revealed that the deployment of these constitutional provisions such as the issuance of letter of indigeneship to certain categories of Jos residents aggravated the crisis. Interviewees also clamoured for amendment to Chapters 2, 3 and 4 of the 1999 Constitution in order to eradicate ambiguities, make relevant provisions justiciable, and enhance the overall quality of citizenship. The 1999 Constitution is inadequate for the effective management of indigene-settler crisis in Jos.It should, therefore,be amended to remedy the legal and constitutional limitations militating the search for a lasting solution to the vexed indigene-settler issue in Nigeria.
Adopting a pragmatic approach to the implementation of the music curriculum in colleges of education in Nigeria
(Resource Centre for Arts, Culture and Communication Development, Ibadan, 2006) Samuel, K. M.
Music, an important living art, features as a course of study more in colleges of education than any other tertiary institutions in Nigeria. Colleges of education are responsible for producing personnel who will teach at the primary and junior secondary school levels. However, there have been concerns from various quarters concerning the shortfalls of the music curriculum in these colleges especially with regard to its appropriateness within the local milieu. This study is an insider's appraisal of the music programme in these colleges, and it posits that the problem rests not so much with unsuitability of the music curriculum, but with its actual implementation. The problems associated with the implementation of the curriculum are discussed; these include inadequate staffing and funding as well as inadvertent misinterpretation of the content of the curriculum by some of the implementers. The paper identifies some practical ways whereby the state of musical arts education in the country could be improved and emphasizes the responsibilities of all stakeholders in ensuring that the music teachers of tomorrow could be better equipped to perform their expected roles.
Advancing ethnomusicological research efforts on female musicianship: a focus on Yoruba female dùndún drummers
(Department of Music, Obafemi Awolowo University, Ile-Ife, 2014) Samuel, K. M.
One major area where Professor Mosunmola A. Omibiyi-Obidike has made a substantial scholarly mark to African musicology is in the study of female musicians. However, more than two decades after expressing her concern about a lack of in-depth musicological studies into and documentation of the contributions of female musicians to the growth and development of African music, there has not been any significant response on the part of Nigerian musicologists to heed this call. This dearth of information has often been attributed to both a combination of the male dominated field of African Studies and the patriarchal structures of communities usually being studied in Africa. This paper, therefore, is a modest attempt to set the tone for a fresh direction as it examines efforts of female dundun drummers at promoting an egalitarian and positivist modern African society. The discourse is limited to Ara and Ayanbinrin - two contemporary urban popular female dundun practitioners based in Lagos, Southwestern Nigeria. The paper posits that apart from being entertainers and promoters of culture, the female dundun musicians, judging by the themes of their music and the overall messages of their art, are also social engineers, teachers and instructors, mobilizers as well as nation builders among others.
Africa and the literature of unfreedom
(2013) Olorunyomi, S.
African folksongs as veritable resource materials for revitalizing music education in Nigerian schools
(IISTE, 2013) Samuel, K. M.
Some Yorùbá cultural values and expressions embedded in Egbeda-Egga women’s folksongs are the focus of this paper. With the use of in-depth interview and participant-observer methods, a collection, description and interpretation of some of the songs recorded during a field trip were undertaken. Analyses of the women’s repertoire reveal that immediate local environment are overlaid with folksongs which can serve as veritable resource materials useful for effective music teaching as well as tapping and honing learners’ artistic potentials to enhance and transform music performance in the classroom setting and beyond. The paper, therefore, submits that it is high time Nigeria embarked on school reforms and policies to make school music reflect the culture of the local communities.
African indigenous knowledge system as a catalyst for enriching Nigeria's music education programme
(Pan African Society for Musical Arts Education (PASMAE), WEST AFRICA SUB-REGION, 2017) Samuel, K. M.
The uniqueness of African indigenous knowledge systems (IKS) and the benefits of integrating them into Africa’s music educational programme were some of the issues that occupied the front burner at the birth of the Pan African Society for Musical Arts Education (PASMAE). It represented one of the responses to the wake up call to Africa to look inward in search of truly African sensitive and African-oriented solutions to a myriad of her music educational challenges in the world that is changing with bewildering speed. This paper x-rays the contents of music programmes in Nigeria’s tertiary institutions with a view to identifying IKS elements contained in them. Using observation and a checklist of curriculum implementation of Nigeria’s leading music technology programme as methodology, the paper highlights challenges confronting implementers in realizing set objectives. Findings confirm that the abundant richness of Africa’s IKS is yet to be harnessed. The paper concludes by making specific recommendations on how various stakeholders, including the Department of Music Technology, the Polytechnic, Ibadan, can innovatively achieve the much-desired goal of standardization, fabrication, massive production and promotion of traditional musical instruments to facilitate practical teaching.
African scholarship and visa challenges for Nigerian academics
(2013) Akanle, O.; Yusuff, O. S.; Adebayo, Q. O.; Adegboyega, K.
Twenty-first-century societies are driven by knowledge. But knowledge regimes in the world today are not balanced, which leads to dubious knowledge, poor recommendations, and vacuous conclusions in the areas of policy and practice. This is manifested in and closely related to the compromised academic mobility of African scholars, which has become topical and in need of attention across the global knowledge domains. African scholarship and scholars do not easily move across space and time to cross fertilize ideas and knowledge. African academic talents are thus at the margins of global scholarship and are poorly rated. Many find it difficult to participate in international academic activities due to difficulty in obtaining a visa to travel to the West, which is regarded as the locus of true knowledge production and dissemination. Unfortunately, primary research on dynamics, complexities, and contours of African academic mobility, particularly to the West, is scanty, fragmented, and largely anecdotal, which necessitates more robust and contemporary knowledge. This empirical article is set in Nigeria, Africa’s most populous country, and the country with the greatest number of universities on the continent. Primary data were collected through qualitative in-depth interviews (IDIs). Three prominent universities were selected for the study: University of Ibadan, Ahmadu Bello University, and Lagos State University. Sources of secondary data were unclassified official documents and scholarly publications.
Africans field research and the realm of value
(John Archers (Publishers) Limited, 1999) Layiwola, D.
Africans field research and the realm of value
(John Archers (Publishers) Limited, 1999) Layiwola, D.
Afrobeat: Fela and the imagined continent
(Institute Francais de Recherche en Afrique IFRA-Ibadan and Africa World Press, Inc., 2003) Olorunyomi, S.
Another township tonight
(Olatunde Tejuoso, 2001) Olorunyomi, S.
The art of female dùndún drumming in Yorubaland
(Institute of African Studies, University of Ibadan, Ibadan, 2005) Samuel, K. M.
C.L.R. James and his role in the history of African cultural and political movements
(The Nigerian Institute of International Affairs, 1988-10) Layiwola, D.
CD ROMs and multimedia projector as complimentary educational technology in teaching music in Nigerian tertiary institutions
(Association of Nigerian Musicologists, 2008) Samuel, K. M.
The chequered history of music education in Nigeria
(Faculty of Education, University of Ibadan, Ibadan, 2015) Samuel, K.
Musical arts education has remained a veritable and enculturative medium in African society. Its inclusion in Nigeria’s school curriculum by the policy makers is a testimony of the recognition of its potential for optimal realization and utilization of human resources; not only in terms of norms, customs and folklore of the people in general but also as an important tool for national development. This paper attempts a chequered history of music education in Nigeria from the pre-colonial era to date: It also appraises government's recent negative policy in further annihilating music as a subject from the nation’s school curriculum and suggests strategies by which pro-active musical arts educators could effectively the present cultural and creative arts programme in order to bring about the desired results.
Church music in Nigeria: a historical trend
(Department of Philosophy and Religions, University of Abuja, 2013) Samuel, K. M.
This paper traced the evolution of church music in Nigeria from the mid nineteenth century to date. It provided evidence that pattern of change within the music terrain in and outside the church is consistent with the theory of continuity and change. The various impacts which church music have made on the society on the one hand and the secularization of church music on the other were discussed. In particular, the gradual erosion of well established church music traditions inform of introduction of popular musical genres as well as consequent commercialization of gospel music were also brought to the fore. The paper, in conclusion, suggested practical steps to be taken by both the leadership of the church as well as all stakeholders in church music ministry in lifting church music in Nigeria to the next level while stressing its dynamic nature as a living art.
Computer-mediated communication and the investigative journalist
(Wole Soyinka Investigative Reporting Award (WSIRA), 2008) Olorunyomi, S.
Conceptualising continuity and shifts in the African and the black diaspora performance traditions
(Department of English, University of Ibadan, 2011) Olorunyomi, S.
CONFLICT VARIABLES AS CORRELATES OF PUBLIC SECONDARY SCHOOL TEACHERS’ PRODUCTIVITY IN ADAMAWA STATE, NIGERIA
(2013-04) ALIMBA, C. N.
There has been persistent public concern on declining teachers’ productivity in public schools in Nigeria. This is partly attributable to poor working conditions, poor remuneration and conflict dynamics. Previous studies have explored the issues of working conditions and remuneration, while there has been a dearth of studies on the relative and composite impacts of conflict dynamics on teachers’ productivity in secondary schools in Adamawa State. This study, therefore, investigated the relationship between conflict variables and teachers’ productivity in public secondary schools in Adamawa State, Nigeria. The descriptive survey research design of the ex-post-facto was adopted. The multi-stage sampling procedure was used to select 1,528 teachers and 76 principals across public secondary schools in Adamawa State. In addition, purposive sampling technique was used to select five officials of Adamawa State School Board and three executive members of Nigeria Union of Teachers (NUT) and in-depth interview (IDI) was used to gather information from them. Conflict Variables and Teachers’ Productivity Scale (r = 0.89) was used to gather data. Eight research questions were answered and eight hypotheses were tested at 0.05 level of significance. Quantitative data were analysed using mean, Pearson Product Correlation Coefficient and Multiple Regression, while qualitative data were content analysed. Conflict variables jointly significantly correlated with teachers productivity = 71.14; R = 0.44, R2 = 0.41, Adj. R2 = 0.19; p < 0.05); accounting for 41% of the variance in the dependent variable. Their relative contributions were ranked as follows: conflict communication (ß = 0.40, p < 0.05); conflict management styles (ß = 0.16, p < 0.05); conflict level (ß = -0.16, p < 0.05); and conflict incident (ß = -0.06, p < 0.05). Significant relationship existed between each of the conflict management styles and teachers productivity as follows: collaborating (r = 0.32; p < 0.05); compromising (r = 0.10; p < 0.05) and accommodating (r = 0.07; p < 0.05). Competing and avoiding styles were not significant. The conflict management styles utilised by teachers are ranked in this order: collaborating ( =3.1); competing ( =2.55); accommodating ( =2.47); compromising ( =2.42); and avoiding ( =2.35). The conflict management styles highly preferred by principals are arranged as follows: collaborating ( =3.33); compromising ( =2.41); accommodating ( =2.29); avoiding ( =2.23); and competing ( =1.94). The IDI revealed that the School Board officials preferred avoidance style because of the pervading syndrome of godfatherism that often underscores teachers’ appointment. In addition, they indicated that conflict, when mismanaged, adversely affects teachers’ productivity. The NUT executive members opined that conflicts confronting teachers stem from poor management attitudes of principals and the School Board patterns of handling issues relating to promotion and salaries. Conflict variables are potent determinants of teachers’ productivity in public secondary schools. Therefore, teachers should be adequately exposed to conflict dynamics and its management patterns so as to make them more proactive in handling conflict for better performance in schools.
CONFLICT VARIABLES AS CORRELATES OF PUBLIC SECONDARY SCHOOL TEACHERS’ PRODUCTIVITY IN ADAMAWA STATE, NIGERIA
(2013-04) ALIMBA, C.N.
There has been persistent public concern on declining teachers’ productivity in public schools in Nigeria. This is partly attributable to poor working conditions, poor remuneration and conflict dynamics. Previous studies have explored the issues of working conditions and remuneration, while there has been a dearth of studies on the relative and composite impacts of conflict dynamics on teachers’ productivity in secondary schools in Adamawa State. This study, therefore, investigated the relationship between conflict variables and teachers’ productivity in public secondary schools in Adamawa State, Nigeria. The descriptive survey research design of the ex-post-facto was adopted. The multi-stage sampling procedure was used to select 1,528 teachers and 76 principals across public secondary schools in Adamawa State. In addition, purposive sampling technique was used to select five officials of Adamawa State School Board and three executive members of Nigeria Union of Teachers (NUT) and in-depth interview (IDI) was used to gather information from them. Conflict Variables and Teachers’ Productivity Scale (r = 0.89) was used to gather data. Eight research questions were answered and eight hypotheses were tested at 0.05 level of significance. Quantitative data were analysed using mean, Pearson Product Correlation Coefficient and Multiple Regression, while qualitative data were content analysed. Conflict variables jointly significantly correlated with teachers productivity = 71.14; R = 0.44, R2 = 0.41, Adj. R2 = 0.19; p < 0.05); accounting for 41% of the variance in the dependent variable. Their relative contributions were ranked as follows: conflict communication (ß = 0.40, p < 0.05); conflict management styles (ß = 0.16, p < 0.05); conflict level (ß = -0.16, p < 0.05); and conflict incident (ß = -0.06, p < 0.05). Significant relationship existed between each of the conflict management styles and teachers productivity as follows: collaborating (r = 0.32; p < 0.05); compromising (r = 0.10; p < 0.05) and accommodating (r = 0.07; p < 0.05). Competing and avoiding styles were not significant. The conflict management styles utilised by teachers are ranked in this order: collaborating ( =3.1); competing ( =2.55); accommodating ( =2.47); compromising ( =2.42); and avoiding ( =2.35). The conflict management styles highly preferred by principals are arranged as follows: collaborating ( =3.33); compromising ( =2.41); accommodating ( =2.29); avoiding ( =2.23); and competing ( =1.94). The IDI revealed that the School Board officials preferred avoidance style because of the pervading syndrome of godfatherism that often underscores teachers’ appointment. In addition, they indicated that conflict, when mismanaged, adversely affects teachers’ productivity. The NUT executive members opined that conflicts confronting teachers stem from poor management attitudes of principals and the School Board patterns of handling issues relating to promotion and salaries. Conflict variables are potent determinants of teachers’ productivity in public secondary schools. Therefore, teachers should be adequately exposed to conflict dynamics and its management patterns so as to make them more proactive in handling conflict for better performance in schools.