Decolonization of Teacher Education in Nigeria for Sustainable Development

Ifeyinwa F. Okoro¹ ; Popoola Abiola Babatunde² ; Michael Anofuechi^3
1,2Alvan Ikoku Federal University of Education, Owerri, Imo State
³Imo State University, Owerri, Imo State

Abstract:
The work is centred on decolonization of teacher education in Nigeria for sustainable development.The Nigerian teacher education system remains entrenched in colonial-era curricula and pedagogies, hindering sustainable development. This study explores the need for decolonization in teacher education, identifying Eurocentric biases and cultural disconnections that undermine national development goals. The purpose of this research is to examine the imperatives of decolonizing teacher education in Nigeria, focusing on curriculum relevance, pedagogical innovations, and cultural contextualization. Using an analytical approach, this study discusses issues such as the dominance of Western epistemologies, lack of indigenous knowledge integration, and inadequate cultural sensitivity in teacher training. The findings highlight the importance of decolonization in promoting national identity, cultural pride, and contextually relevant teaching practices. The study recommends a paradigm shift towards indigenous knowledge systems, community engagement, and culturally responsive pedagogies in teacher education. Teacher training programs should incorporate local languages, histories, and cultural practices to foster sustainable development.

Keywords: Decolonization, teacher education, sustainable development, indigenous knowledge, cultural contextualization.

Decolonization-of-Teacher-Education-in-Nigeria-for-Sustainable-Development