Self-Perception of Young Women with Physical Disabilities in Nigeria (Published)
This article explores the self-perception of young women with physical disabilities in Nigeria, focusing on their struggles and strategies for improving their self-image. In Nigerian culture, where gender injustice and disability stigmas are prevalent, this research highlights the unique challenges faced by young women who are physically disabled. The study recognizes the intersectionality of gender and disability, emphasizing how these women navigate a complex socio-cultural landscape that often marginalizes them. The primary goal of this research is to illuminate the socio-cultural factors affecting the empowerment of these young women by evaluating their lived experiences. By doing so, it aims to contribute to a deeper understanding of their self-perception. To gather data, qualitative research methods, including interviews and participant observations, were employed. These techniques provided rich, detailed insights into the participants’ lives and perceptions. The findings of this study have significant implications for policymakers, activists, and organizations in Nigeria dedicated to promoting equity and empowerment for young women with disabilities. By understanding the specific challenges and barriers these women face, stakeholders can develop more effective strategies and interventions to support their empowerment and improve their self-perception. The research underscores the importance of addressing both gender and disability issues in tandem to create a more inclusive and just society for all.
Keywords: Empowerment, Identity formation, Nigeria, disability, self-perception
Pedagogy for Teaching and Promoting Social Justice and Human Rights in Early Childhood Educational Institutions in Nigeria (Published)
Every state is desirous of quality and meaningful development where empowerment, emancipation and liberation of the citizens is key. Achieving and enjoying a state where empowerment, emancipation and liberation of the citizens are norms can only be possible through education especially one that is provided to citizens in their early childhood days and in an atmosphere where the fundamental human rights of the citizens and the citizens’ pursuit of other socio-moral and socio-political ideals are guaranteed. An educational provision that promises the Nigerian society such value-laden ideals is one that is deep-rooted in social justice and human rights. Using the philosophical method, this paper focuses on the pedagogy for promoting social justice and human rights among early learners in Nigeria. The study is strongly anchored on the position that early and sound foundations of Nigerian learners on issues that border on social justice and human rights (individual welfare, public welfare or national interests) have potentials to challenge learners into indulging in abstract, creative and critical thinking that revolve around human welfare and the welfare of the state. The study concludes by raising pedagogical signposts through which the ideals of social justice and human rights can be inculcated in early childhood learners in Nigeria.
Keywords: Early Childhood Education, Empowerment, Human Rights, Pedagogy, Social Justice, early childhood learners
Pedagogy for Teaching and Promoting Social Justice and Human Rights in Early Childhood Educational Institutions in Nigeria (Published)
Every state is desirous of quality and meaningful development where empowerment, emancipation and liberation of the citizens is key. Achieving and enjoying a state where empowerment, emancipation and liberation of the citizens are norms can only be possible through education especially one that is provided to citizens in their early childhood days and in an atmosphere where the fundamental human rights of the citizens and the citizens’ pursuit of other socio-moral and socio-political ideals are guaranteed. An educational provision that promises the Nigerian society such value-laden ideals is one that is deep-rooted in social justice and human rights. Using the philosophical method, this paper focuses on the pedagogy for promoting social justice and human rights among early learners in Nigeria. The study is strongly anchored on the position that early and sound foundations of Nigerian learners on issues that border on social justice and human rights (individual welfare, public welfare or national interests) have potentials to challenge learners into indulging in abstract, creative and critical thinking that revolve around human welfare and the welfare of the state. The study concludes by raising pedagogical signposts through which the ideals of social justice and human rights can be inculcated in early childhood learners in Nigeria.
Keywords: Early Childhood Education, Empowerment, Human Rights, Pedagogy, Social Justice, early childhood learners