Nigerian literatures contain history in the oral tradition and folklore like satire, proverbs, chants, symbolism etc. in the pre-literate period, Nigeria enjoyed high level of verbal art civilization which traditional...Nigerian literatures contain history in the oral tradition and folklore like satire, proverbs, chants, symbolism etc. in the pre-literate period, Nigeria enjoyed high level of verbal art civilization which traditional rulers and the generality of the populace patronized. The oral tradition served as medium of preservation of culture and history of the ancient past and experiences. Though, most Nigerians can still remember their family history, folklore, tradition and genealogy, only few oral artists and youths of nowadays possess the skill and ability needed to chant the lengthy oral literature. It is in the light of the above that this study examined the effect of oral tradition, folklore, and history on the development of education in Nigeria, 1977 till date. The study adopted historical research method using primary and secondary sources of information to analyze data. Primary sources include, like archive materials, oral interviews and secondary sources include, like textbooks, speeches, journals, and internet materials and images. The outlines of the paper are： the definition of concepts, historical background of Nigerian oral tradition, and folklore in the educational system, the place of oral tradition, folklore and history in the education policy in Nigeria since 1977, the effect of oral tradition, folklore and history on the development of education in Nigeria since 1977, the prospects of oral traditions, folklore and history on the development of education in Nigeria, conclusion and a few recommendations for future improvement. The findings of the study revealed that oral traditions, folklore and history were the bed-rock for the development of education and society in the pre-colonial period, but these were dropped gradually with the advent of the colonial masters and gradually deteriorate both in the educational curriculum and general conduct of the society and these have adverse effect on the nation＇s economy. It is recommended that the beauty of Nigerian history, oral and written traditions, culture, folklore like proverbs, chants, satire and symbolism, be brought back into the school system, politics and every sector of the Nigerian economy for proper advancement to take place in the education sector and for overall national development.展开更多
In this article, the author tries to analyze the incongruity between ethnicity and its theorization in China and explore the tension between the mainstream discourse of homogenization-cure-nationalism and the minority...In this article, the author tries to analyze the incongruity between ethnicity and its theorization in China and explore the tension between the mainstream discourse of homogenization-cure-nationalism and the minority linguisticcultural ＂heteroglossia, ＂ as is typified by the conceptual and practical difficulty in translating Minzu[ I ] as well as the political revival and pragmatic use of traditional culture. Drawing on Walker Connor＇s study of the national question in Marxist-Leninist theory and strategy, the author argues that the old formula of ＂national in form, socialist in content,＂ as has been applied in China, lacks a Thirdness-based ＂indexical embodiment＂ dimension, a defect that creates a situation ＂national in form, ethnic in content,＂ and leads to political ambiguities and identity conflicts.展开更多
文摘Nigerian literatures contain history in the oral tradition and folklore like satire, proverbs, chants, symbolism etc. in the pre-literate period, Nigeria enjoyed high level of verbal art civilization which traditional rulers and the generality of the populace patronized. The oral tradition served as medium of preservation of culture and history of the ancient past and experiences. Though, most Nigerians can still remember their family history, folklore, tradition and genealogy, only few oral artists and youths of nowadays possess the skill and ability needed to chant the lengthy oral literature. It is in the light of the above that this study examined the effect of oral tradition, folklore, and history on the development of education in Nigeria, 1977 till date. The study adopted historical research method using primary and secondary sources of information to analyze data. Primary sources include, like archive materials, oral interviews and secondary sources include, like textbooks, speeches, journals, and internet materials and images. The outlines of the paper are： the definition of concepts, historical background of Nigerian oral tradition, and folklore in the educational system, the place of oral tradition, folklore and history in the education policy in Nigeria since 1977, the effect of oral tradition, folklore and history on the development of education in Nigeria since 1977, the prospects of oral traditions, folklore and history on the development of education in Nigeria, conclusion and a few recommendations for future improvement. The findings of the study revealed that oral traditions, folklore and history were the bed-rock for the development of education and society in the pre-colonial period, but these were dropped gradually with the advent of the colonial masters and gradually deteriorate both in the educational curriculum and general conduct of the society and these have adverse effect on the nation＇s economy. It is recommended that the beauty of Nigerian history, oral and written traditions, culture, folklore like proverbs, chants, satire and symbolism, be brought back into the school system, politics and every sector of the Nigerian economy for proper advancement to take place in the education sector and for overall national development.
文摘In this article, the author tries to analyze the incongruity between ethnicity and its theorization in China and explore the tension between the mainstream discourse of homogenization-cure-nationalism and the minority linguisticcultural ＂heteroglossia, ＂ as is typified by the conceptual and practical difficulty in translating Minzu[ I ] as well as the political revival and pragmatic use of traditional culture. Drawing on Walker Connor＇s study of the national question in Marxist-Leninist theory and strategy, the author argues that the old formula of ＂national in form, socialist in content,＂ as has been applied in China, lacks a Thirdness-based ＂indexical embodiment＂ dimension, a defect that creates a situation ＂national in form, ethnic in content,＂ and leads to political ambiguities and identity conflicts.
