Role of Colonial Education towards the Social Transformation of Northern Nigeria from British Colonial model to post-Colonial entity (1960)

Hamza A, Mr. Garba, Hafiz Jibril, Naziru Y, Mr. Shuaibu

Abstract


This paper believes that modernization of Nigeria is a product of colonialism. This means, the process of economic or social modernization in this country is not designated or maintained by indigenous people, but rather imposed on them by British colonial administration in 19th Century. Secondly, education was the primary tool that, in tune with the prescriptions of Modernization Theory, Britain employed in order to facilitate the westernization of the country. Which, as third, has created a perfect misfit between the ‘former’ and ‘new’ Nigeria by severely upsetting societal cohesiveness. Northern Nigeria, that historically known as the Sokoto Caliphate was the main political entity, founded by Usman Ibn Fodio in 1804, which aimed for the purification of the religion of Islam from the ancient cultural and traditional practices. The Caliphate, an Islamic spiritual community, soon became the largest and the strongest power in sub-Saharan Africa until British conquest in (1903). The Sufi scholars in the entirety of the region were crucial in the administration of the caliphate. Burnham and Last claim that this Islamic scholarship community was essential to the state’s political structure, constituting an “embryonic bureaucracy” which interconnected many cities across the Caliphate. As this paper also argues, Islamic education of the pre-colonial era meant a great deal to the social as well political cohesion to the peoples of Northern Nigeria. 


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