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
Practicing Effective Instruction: Towards Performance Agenda (Published)
The study investigated teachers’ instructional practices in senior high schools at Bantama in the Kumasi metropolis. The objectives of the study were to identify instructional practices mostly used, established whether significant association exist between number of years taught and instructional practices, assess whether significant difference exist between gender and teachers’ instructional practices. One research question and two hypotheses were formulated to direct the study. Descriptive survey design was adopted for the study. The schools and teachers were chosen using purposive sampling technique. Ninety-six teachers constituted the sample size for the study. Questionnaire was the main data gathering instrument used for the study. Pre-test conducted yielded reliability coefficientof 0.82. Data were analyzed using means and standard deviations, Pearson Chi-Square (x2) of Independence and Independent Sample T-test. Findings indicated that teachers mostly studied the performance of students. Significant and positive association was established between teachers’ instructional practices and number of years taught. It was therefore, recommended among others that there is a continuous need for teachers to reinforce the practice of studying performance of students to enable them modify methods of teaching to benefit all manner of students. Ghana Education Service needs to organise workshop on effective instructional practices every academic year for teachers to update their knowledge on instructional practices they ought to apply.
Keywords: Pedagogy, effective practice, instructional practices, performance agenda, pseudonyms
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