Tradition of Concubine Holding in Hausa Society (Nigeria), 1900 – 1930

This paper examined the tradition of holding women as concubine in Muslim societies of the Hausa. Concubine holding changed the status of women and was acquired by slavery. This paper analysed concubine holding as a phenomenon that challenged female status in Hausa society. It put into perspective, the trajectories of concubine holding from the legends in the tradition of origin. It analysed the rights and privileges accrued to a concubine. And by the beginning of the twentieth century, the question of concubine holding was conveniently desirable under Islamic law and while the British law attempted to change the practices as part of efforts to abolish slavery. Thus, the paper contended that; concubine holding was part of the accepted norms in the sexual notions, which specifically privileged women to change their status and negotiate power in Hausa society. The paper adopted the historical approach by analysing court records, archival materials of the Nigerian National Archives, Kaduna, as well as books and journals relevant to the theme. Keywords: Concubine holding, British law, Islamic law, Hausa societ

Womens Education in Postcolonial Nigeria since 1960s

This paper examines the quality and orientation of education acquired by women Colonialism no doubt raised the platform for women s education at least by access to formal education but the impact of relevant education for women has been characterised by inclusion and exclusion profound in the postcolonial realities of development in Third World countries It interrogates the extent of dysfunctionality in the type of education women receive and its implication on their socio-economic being in postcolonial Nigeria The dysfunctionality examined in women s education is a trend of neo-colonial tradition tied to the forces of globalisation The dysfunctionality analyses the advantages and disadvantages offered by structures and institutions of education Array of factors account for imbalances in the quality orientation and access to education of women and girls Also the types of education affected the qualification for wage employment However even with requisite qualification gender discrimination to an extent reduce the chances of employment in certain jobs political participation and so on Furthermore various class connotations associated with marriage ethnicity religion has created a defensive perspective to differentiate and perceive women s education From a historical perspective primary and secondary sources such as archival records biographies books and journals were use

Historical Analysis of Vocational Education in Western Nigeria, 1930s-1960s

This paper examined the evolution and development of vocational education in Nigeria. It is explained as a process towards the attainment of industrialization and entrepreneurship in Nigeria. Before the 1930s, there was little focus on the dissemination of vocational education for development in Nigeria. The findings revealed that training schemes were basically instituted to train manpower to facilitate exportation and generate revenue for the colonial government in Nigeria. The areas of vocational education covered are; agricultural education, textile training, domestic science education, secretarial and management education and so on. The conception of vocational education here is concerned about the types of training given to Nigerians and its impact on sustainable self-employment and industrialization in the postcolonial era. The work adopted a historical approach by using primary and secondary sources.The primary sources were archival materials from the National Archives Ibadan (NAI). The secondary sources are texts related to education and development in Nigeria. It was concluded that modernization is important to improve vocational education for development in Nigeria.Keywords: Vocational education, Development, Training, Education, Entrepreneurshi

University of Ibadan and International Encounters, 1948–2011

Between Ibadan and London, there evolved an international education linkage in the twentieth century, precisely, it started in 1948. The relationship was meant to establish university education in a British colony of Ibadan city in Nigeria. This paper analyses the terms and engagement of Inter-University Council in the planning and administrative decisions that internationalised University of London in Ibadan society. The curriculum and assessment system developed synergised the relationship that actually qualified University College Ibadan (UCI) as an extension of University of London, which is an African Campus. The levels of internationalisation created the ideal academic space for research which brewed academic capital that has proven to be sustainable within the Nigerian state. The paper examines the evidence that affirm the relationships. It creates a narrative of the knowledge systems and academic management. The paper traces the trend of internationalisation till contemporary times. The work depends on primary and secondary sources

Challenges of Technical and Vocational Education and Training in Nigerian History

Technical and Vocational Education (TVE) is a chequered aspect of education in contemporary Africa.  This paper examines the complicated realities of TVE in Nigeria. In practice, indigenous education systems embedded a standard learning procedure which British colonial administration keyed into and standardised in non-formal arrangements through government departments. Therefore, the paper tracks the (dis)oriented education-industry relationship that existed after 1960. TVE in Nigerian societies has rarely improved to revolve modern technology attuned to global development and still grapple with inadequate technical applications which implies an educational gap. It unravels the governmental and non-governmental interventions. Recently, entrepreneurs and industrialists in Nigeria identified technical education as a panacea by planning to fill the learning gap through the establishment of technical universities that reflect modernisation. Accumulation and circulation of skills in TVE learning feature a process of continuity and change which explains how old and new learning systems reflect. The methodology adopted is historical and it is intertwined with the context of education systems, politics and economy

NIGERIAN TEACHERS, FOREIGN PUBLISHERS AND THE PRODUCTION OF SCHOOL BOOKS IN SOUTH-WESTERN NIGERIA OF THE 1950s

The colonial state paid attention to school administration in Nigeria in various ways. In the early 1950s, school resources were significant for foreign publishers and producers of learning materials. Several primary and secondary schools had been in existence and owned by missionaries, communities and individuals. The colonial state introduced new initiatives to centralize and consolidate an African school culture within the context of the international capitalist system. Hence, the interests of foreign publishers influenced school book supply and subjects taught in schools. This work analyses these nuances. Specifically, Nigerian teachers evolved textbook writing culture to take advantage of the internal self-rule era in the Nigerian polity but they were entangled in the politics of book publishing. However, the Nigerian teachers were challenged by the market forces and monopoly of foreign publishers, reinforced by the capitalists’ notions of the colonial state. The work adopts the historical method. Mainly, correspondence letters from files of the Ibadan Ministry of Education (IbMinEd), at the National Archives, Ibadan were utilized

Une pionnière de l'histoire orale et de l’histoire des femmes au Nigeria.Entretien avec la Professeure Bolanle Awe

International audienceThis interview features Professor Bolanle Awe, a pioneer female historian of Oral History and Women’s Studies in Nigeria. Professor Bolanle Awe looks back at her training as a historian and at some episodes in her academic career. Born in 1933 in Ilesha, a secondary town in South-Western Nigeria, she trained as a historian in the British metropole and taught in Nigeria from 1964 on. This conversation provides a glimpse into the professional trajectory of a woman from the Nigerian intelligentsia whose career as a historian spanned the history of the country from the late colonial period until 1998. This memoir of an exceptional academic trajectory also highlights the reluctant attitude of the largely white British academic community towards students from the colonies as well as the challenges of being a woman in Nigeria academia.Cet entretien donne la parole à la Professeure Bolanle Awe, une pionnière de l’histoire orale et de l’histoire des femmes au Nigeria. Bolanle Awe propose un retour sur sa formation en tant qu’historienne et sur des épisodes de son parcours intellectuel et académique. Née en 1933 à Ilesha, une ville secondaire du sud-ouest du Nigeria, elle se forme en tant qu’historienne dans ce qui était alors la métropole britannique avant d’enseigner au Nigeria à partir de 1964. Ces échanges donnent à voir le parcours professionnel d’une femme de l’intelligentsia nigériane, dont la carrière d’historienne s’étend de la période coloniale tardive jusqu’en 1998. Ces souvenirs d’une trajectoire académique exceptionnelle mettent également en lumière les réticences du milieu universitaire britannique, largement blanc, vis-à-vis des étudiant.e.s des colonies ainsi que celles du milieu universitaire nigérian, largement masculin, vis-à-vis d’une femme maîtresse de conférences et professeure