Exploring Emerging Myths and Realities in Citizenship Education in Nigeria: Towards Overcoming the Dilemmas of Nation-Building

Abstract

Citizenship education conjures-up a vital curriculum instrument for raising citizens and individuals who would constitute
the basis for effective nation-building in a democratic Nigeria. The assets, qualities and capabilities of the citizen, therefore,
imply that he possesses immense creative abilities, potentialities and powers. As it is almost impossible to diverse the assets of
the citizen in the task of nation-building in a given democracy, there is an implication that the total spectrum of citizenship
education is, therefore, submerged in immense integrative and interdisciplinary commitments and perspectives. This frame of
thought evokes a number of myths and realities which impinge seriously on the curriculum imperatives of civics education; these
issues and problems suggest that citizenship education has to be explored and employed to cope and embrace the pedagogical
demands and dimensions entailed in the framework of Nigerian schools. The teacher has an uphill task to encounter and
overcome if he is to register a high level of success in the task of confronting the myths involved and embracing the realities
which emerge. This success must necessarily derive not so much from his subject matter knowledge and background but rather
from his rational application of methodologies, or principles and styles of classroom pedagogy which can contribute significantly
in bringing about innovations which are intrinsic in curriculum inter-disciplining and curriculum integration. This line of thought
represents a kind of panacea which could be employed by the teachers for the purposed of exploring and capitalizing on the
assets of citizenship education in the arduous task of grooming and building effective citizens who would constitute the basis for
nation-building and sustainable national development in a democratic Nigeria.