SOCIAL STUDIES AND PROMOTION OF

TRANSFORMATIVE EDUCATION AS IMPETUS FOR

NATIONAL TRANSFORMATION IN NIGERIA

BY

GANIYU AKEEM ALATISE

GENERAL STUDIES DEPARTMENT,
FEDERAL SCHOOL OF SURVEYING,
P.M.B. 1024,
OYO.

AND

OLADITI, A.A.
DEPARTMENT OF SOCIAL STUDIES,
SCHOOL OF ARTS AND SOCIAL SCIENCES,
EMMANUEL ALAYANDE COLLEGE OF EDUCATION,
OYO.

BEING A PAPER PRESENTED AT THE 3RD NATIONAL CONFRENCE OF

EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO BETWEEN
17TH – 20TH FEBRUARY, 2014

THEME: CURRICULUM ISSUE AND NATIONAL TRANSFORMATION

BEYOND 21ST CENTURY IN NIGERIA

ABSTRACT
The dynamism inherent in human society made it a complex abode for man to live without being
confronted with myriad of societal problems. As man can not remain a slave to his societal problems,
he needs the application of a well designed educational system that will help its recipients to
practically transform the society into a convenient and conducive environment to live. Transformative
education as an educational initiative therefore helps societies to fully utilize their potentials by
developing in learners values and skills that will develop their worldviews and encourage them to
contribute their quota to the development of the society, such that the social condition will be
improved and thereby eradicate the ills of the society. Social Studies a discipline that focuses on all
round development of man with the aim of proferring solution to societal problem is an effective tools
by which countries and youth in general could be enlightened, trained and blend to independently and
collectivity profer practical solutions to the myriad of problem confronting societies across the world.
This paper, therefore, examined the place of Social Studies in transformative education as a recipe for
the problem of societal change under the following sub headings: the concepts of transformative
education and it’s element, social change, concept and objectives of social studies, the place of
sustainable environment for the attainment of the goal of transformative education, the way forward in
the 21st century: conclusion and recommendations.

Key words: Transformative Education, Societal change, Societal Problem, Problem Solving Skills and
Social Studies.

INTRODUCTION
In education lies the transformation of learners and society. It is no doubt a tool for
positive change, growth and development. Fr. Roderick Salazar (2004) cited by Agnes
Apostel opined that “all education and any education really is and should be transformative
in nature”. Transformative education, which is sometimes called global education or
transformative learning is consider as a methodology and approach which involves a shift in
consciousness that begins with teaching and learning for the purpose of healing and
transforming persons, institution, economies and political systems locally and globally
(Garcia, 1998) Nigeria and most countries today find it extremely difficult to maintain a

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society free of ills, grafts, corruption, electoral malpractices, child trafficking, child labour,
poverty, unethical use of science and technology, social injustice, terrorism, environmental
degradation, religious bigotry, economic disparity between the rich and the poor etc.
The aforementioned societal ills are factors that derail good governance, good
standard of living and a vibrant economic system which could have allowed every
individual to maximally enjoy and sustain their living with the existing available resources.
Countries across the globe needs an educational programmes that would directly control the
societal ills and problems. Consequent upon this, educational institutions and curriculum
needs to be revolutionized such that, it changes individuals in their frames of reference by
critically reflecting on their assumptions and beliefs and consciously making and
implementing plans that bring about new ways of defining their words (Mezirow, 2000).
Educational curriculum should be design in such a way that human mind would be
independent of indoctrination, or living in the assumption of the pass old generations. This
perhaps informed the idea of Bill Beattie cited by Callaway (1979), that “the aim of education
should be to teach us rather than how to think, than what to think rather to improve our
minds, so as to enables us to think for ourselves, than to load the memory with the thoughts
of other men”. However, social studies is a discipline that came into line light by scholars in
the U.S.A around 1916 to combat the ills that threaten the American society, America uses
social studies to transform her citizen to responsible individual with basic knowledge, skills
and values capable of transforming the American society to peaceful and stable democratic
society. Social studies as a social science discipline, is conceive as a frame work upon which
any society could attain its national goals and objectives.
The integrated nature, aims and objectives and the methodology which the discipline
emphasize place it at a vantage position to assist in reforming the society by providing
solutions to societal ills. This could be corroborated by the view of Obemeata et al (1981)
when he described social studies as a discipline that provides us with ways of looking at the
society in order to understand its structure and its problems and to look for ways of solving
the problems of the society.
From the foregoing, one can conclude that social studies is a discipline that trained the
mind of man to always think critically on how best to solve societal problem in the face of
globalization which encourage different societal ills, in order to live a better, conducive and
an exemplary life which is synonymous to the goal and objectives of transformative
education.
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Transformative Education as a Concept
Virtually everything in the universe do not remain unaltered, “times aren ’t what they
used to be; social structures and institutions everywhere undergo continuous change.
Modernization, ICT, and Globalization has assisted in this rapid change which are of both
positive and negative to man’s life. This no doubt call for urgent attention to arrest its
negative impact on our socio-economic, political and educational life. To cope with the
unlimited changes, transformative education is require.
There is an overwhelming breadth of literature that expands on and critiques
transformative education. Thus, it is difficult to come up with a solid definition of
transformative learning because “it bleeds into the boundaries of concepts such as meaning
making or critical thinking”. But as researchers continued to study these concepts these terms
became interrelated i.e. critical thinking is necessary but not a sufficient condition for
transformative learning (O’Sullivan, 2003).
Transformative is a new educational initiative that offers empowering educational
programs to help transform societies into their potentials. Transformative education
programme is directed towards learners who must be imbued with values and skills that will
develop their world views and encourage them to act individually or collectively such that
they can improve social conditions and eventually eradicate the ills of the society.
Grabow, Hilliker, and Noskal (2006) conceive transformative education as a current
efforts to involve citizens in both learning and decision making processes through a variety
of educational methods and tools. Postema and Forester (1995) conceive transformative
education as a process that includes and respects diverse points of view and allow people to
learn and act together for more creative solutions to local needs and issues.
From the foregoing, one can rightly conceive transformative education as an overall
educational programme design to change the mindset and orientation of its recipient in
engaging in critical thinking through problem solving method in order to prefer solutions to
the problems that constitute moral panic or threaten man as a result of problem inherent in
different societal changes.
However, transformative education can not be realized without a dramatic change in
the structure, content and the goal of any educational system. However, an important part of
transformative learning is for individuals to change their frames of reference by critically
reflecting on their assumptions and beliefs and consciously making and implementing plans
that bring about new ways of defining their worlds.
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 It is a fact that education is essentially about the promotion of personhood and the
development of full human potentials. Transformation may, therefore, play a big part in
helping individual to become truly human being. By this, we mean individuals development
as a whole persons and the development in all aspects of human being, which include
physical, moral, creative, emotional, intellectual and spiritual, as well as the expression of
their potential. Finally, a defining condition of being human is that we have to understand
the meaning of our experience and learn to make our own interpretations rather than act on
the purposes, beliefs, judgments and feelings of others (Mezrow, 1997).
Element of Transformative Education
The impact of Transformative Education can only be felt when stakeholders in the
field of education and a well design cum functional curriculum work in synergy. So the
elements of transformative education are people and a reformed curriculum; the people involve
here are government, school administrators, teachers, learners, parents, families and
providers of instructional materials. However, the individual involve must work together to
craft and follow an integrating, interactive and holistic curriculum. It is not just a curriculum,
but one that reflect the crises and conflict, challenges, problems and changes in human
society. Curriculum must reflect the realities of human endeavour. With this in place,
teachers, in cooperation with parents and other sectors, school can effectively develop the
critical and reflective thinking (higher order thinking) in learners so that they will
understand complex social problems and later on, care about the world around them enough
to become empowered changed agent (Ibom Foundation Inc, 2004). In conclusion, it is worth
noting that reforming the educational system starts with strengthening curricular programs.
This means developing educational objectives and strategies that will create a learning
environment that allows educators and teachers to promote positive change.
In line with this view, the superintendents commission of the Catholic Educational
Association of the Philippines (CEAP) strongly recommends the integration of the four major
thrusts of transformative education in the curriculum:
(a) Environmental education (b) Gender sensitivity education
(c) Political education (d) Justice and peace education.
The superintendents explicate further that, to effectively integrate the above thrusts in
the curriculum educators must understand their roles as transformative learning educators,
at the same time master subject area content, appropriate teaching strategies, and the process
of transformation learning.
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Social Change and its Problems
Change is an inevitable thing in all human societies. All aspect of life involves change.
We grew up, change social roles, go through ones and adjust to many major and minor
changes. But a number of investigator have raised the question of whether the human is
equipped either physiologically or psychologically to cope with the rapid, super-changed
rate of change going on in our society and the world in general. However, Charles L. Harper
(1993) define social change as significant alteration of social structure and cultural patterns
through time. Sociologist, define it as alterations in basic structures of a social group or
society.
Social change is also defined as the structural transformation of political, social and
economic system and institutions to create a more equitable and just society. Social change
can be regarded as any form of modification or transformation in ideas, skills, and
technology that is witnessed in a society. Ann Swidler is also of the view that social change
are changes that affect social structure, nature, the social institutions, social behaviour or the
social relations of a society, community of people and so on. Swidler argued forward that
when a behaviour pattern change in large number and the change in visible and sustained;
once there is a deviance from culturally inherited values, rebellion against the established
system may result in a change in the social order.
However, through out human history, the vast majority of people produced their own
food and shelter and live in groups or small villages. Even at the height of the most
developed civilizations such as ancient Rome or China – fewer than 10% of the population
lived in urban area. In the present day United States only 2%-3% of people working in
agriculture and 90% of people now live in urban areas. Urbanization has rapidly change as a
result of economic activities in Nigeria and many African countries are not emanicipated
from this.
Technology influx in the recent years such as internet and ICT has brought changes
which has dramatically encourage many social vices like internet fraud, yahoo yahoo
syndrome, movement and abandoning of agriculture for oil business and white collar job
corollary of which increases the unemployment rate, alcoholism, violence, inequality, family
problem, armed robbery, child trafficking, child labour, drug peddling, corruption, lack of
morality, kidnapping, environment problems, war and terrorism and the host of other social
vices. These negative changes needs to be corrected with a well designed, transformative
education that open up the mind of individual and increase, their reflectory power to control
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 the negative effect of the social change in the recent time. This is further illustrated in Table 1
below

Table 1: Changes in the Societal Structure/Institution and Its Effects

SOCIETY
S/N SITUATION IN THE PAST CURRENT SITUATION AND IMPLICATION/EFFECTS
DEVELOPMENT
1 FAMILY As a good agent of socialization, Failure to impart basic norms, Deviant behavior, bad gang,
women accept the basic role of child values of the society,woman have cultism, child abuse, lack of
rearing and child training. Extended abandon their traditional role of respect and carring for aged
family where collective responsibility caring for home and children, parents.
reign in assisting family members women no longer submit to the
will and interest of husband.

2. EDUCATION Qualitative and functional education Increase in enrollment, falling High school drop out, cultism,
system with a moderate enrollment standard, little impact of raping, brain
rate, vocational education vocational education, expansive drain ,unemployment, poor
encouraged financial implication, internet and manpower, and internet fraud.
ICT encouraged.

3. CULTURE AND Good preservation of cultural Lack of records and respect for Alleniation of people from their
MORALITY heritage, inculation of morality, cultural heritage, lack of respect traditional environment,
honesty and cooperation. for adult but for educational prostitution, infidelity, lack of
qualification. Demise of societal respect for elders and those in
values and norms. position of authority.

4. RELIGION Religious tolerance. High level of Religious intolerance, lack of -Poor leadership .Religeous
piousness, fear of God, teaching of piousness. Lack of fear of God. bigotry - People no longer accept
morality, leading religious group for the messages of their priests
God sake because they are corrupt

5. POLITICS Few people partake in politics and Nearly everybody want to partake Corruption ,poor standard of
they are individual with vision and in it due to financial gratification – livingm killing and destruction of
mission,. people with good mission and property. Unemployment, poverty
vision are not given the chance to and arm robbery are the order of
assume public office. the day .

6. AGRICULTURE High level of participation with Low level of participation, Shortage of food, unemployment,
crude implements machine/ implement are used by urbanization, vices, low income,
the rich poor spirit to invent and the quest
for instant money.

7. POPULATION moderate and mild Over population Over dependent on limited

resources, unemployment and
armed robbery.

Field work (2013)

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 The implication in the above table are ramification of the various societal changes that
needs the attention of the government to correct the situation through a well designed
transformative education through subject like integrated social studies that employ problem
solving skills and value clarification.
Concept and Objectives of Social Studies
Awe (1979) opined that Social Studies connotes a problem solving discipline, which if
properly programmed and effectively taught would help in solving social problems
bedeviling developing countries like Nigeria, while NERC (1980) view social studies as a
way of seeing, viewing and approaching things with special regards to their proper and
function in the ordering and management of man’s total natural, social and technological
environment. Also Adaralegbe (1980) also views Social Studies as an interdisciplinary field in
which man learns about problems of survival in his environment, a study of how man
influences and his influenced by his entire environment.
Furthermore, Social Studies is seen as an interplay of man, environment and
interaction hence, it is a study of man within the context of his varying and changing
environment and of the interaction of man with the environment coupled with problems
posed by such interactions and how man seeks solutions to such problems
(Olaogun,1983,Olaogun and Oladiti 2003,Oladiti and Ajogbeje2008). To Obiemeata (1981),
Social Studies as a discipline that provides us with ways of looking at the society in order to
understand its structure and its problems and to look for ways of solving the problems of the
society.
Succinctly, Social Studies as an academic discipline is much interested in man ’s
environment free of problem in order to provide an exemplary life for man both in his social
and physical environment. It is a discipline that recognizes changes in the life of man in the
society with the attempt to profer solutions to the likely problem that might ensue from the
changing so that man will not be slave to his changing environment.
Suffices from the above, social studies is a subject that employ problem solving skills
in maintaining a society where people involve in critical thinking and value clarification to
arrive at a sound judgment and decision making in man ’s social and physical environment.
The objectives of social studies in Nigeria stemed from those objectives given by the
Mombassa Conference of African Social Studies Educations in 1968. The following are
general objectives of social studies in Nigeria;

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 To create an awareness and an understanding of our evolving, social and physical
environment at a whole, in its natural, manmade, cultural and spiritual resources. Together
with rational use and conservation of these resources for national development.
To develop a capacity to learn and to acquire certain basic skills, including not only
those of listening, speaking, reading and writing, and of calculation, but also those skills of
hand and head, together with those of observation, analysis and inference which are essential
to the forming of sound social, economic and political judgment.
To ensure the acquisition of that relevant body knowledge pre-requisite to personal
knowledge as well as to a positive personal contribution to the betterment of mankind.
To develop a sympathetic appreciation of the diversity and inter-dependence of all
members of the local community, and wider national and international community.
To develop in students, positive attitudes of togetherness, comradeship and
cooperation towards a healthy nation, the inculcation of appropriate values of honesty,
integrity, hard work, fairness and justice at work and play as one ’s contribution to the
development of the national goal (Adaralagbe, cited by Ajiboye, 2003).
The Place of Sustainable Learning Environment for the Attainment of the Goal of
Transformative Education
Both man and environment constitute the major focus of social studies, they are
inseparable, they both work in symbiosis relationship i.e. social studies covers how the
environment can be designed to make life a convenient milleu for individual to fully enjoin
himself and at the same time how to train the mind of individual towards proffering solution
to problem of environmental determination, This requires basic knowledge which includes
critical thinking for effective solution to problem with the aid of problem solving skills i.e.
life skills. From this point of view, there is the need for a safe and supportive environment in
which a learning space can be created to enable learner to confront chaos, pain, fears and
bewiderment. In a safe environment, learners are free from judgment, bullying, conflicts and
intimidation, so that they can be courageous enough to be pushed to the boundaries of their
realities and effect positive change. However participant, at the third Vittachi International
Conference tagged Rethinking Educational change, identify that sustainable learning
environment involves the following:

(i) Sufficient finance for physical environment:

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Regardless of the differences in social and economic contexts; countries across the world
should endeavour to provide textbooks, tables and chairs, instructional materials a
roof overhead in a village school or IT equipments and lab facilities in urban schools.
Schools and colleges and universities should not be made to struggle on their own in
order to enable learners engage in good quality learning activities.
(ii) Effective training for all educational staff:
The training for teachers would aim at helping cultivate their integrity and authenticity,
develop a clear vision for and real understanding of transformative education, based
on teachers role in effecting growth and positive change in themselves and the
word around.
(iii) Human relations to underline the whole educational process.
When human relationship penetrates the learning environment, learning is more
likely to become transformative. This may involve empathy and compassion, caring and
loving, respect and trust towards each other and it eventually brings dialogue and
democratic approach to decision making. The process of learning plays a big part in shaping
students’ learning experiences.
(iv) Human scale:
This specifically bothered on teacher students ratio in the class in order to record success in
teaching learning exercise, it is the believe of the participant that when a learning
environment is human-scale, teacher could be more sensitive to learner ’s diverse learning
and other needs and the learning environment becomes supportive in nurturing for
learners interest and growth.
Furthermore, the environment and contexts for learning have been defined as being of
a wide variety, including classrooms, clubs, societies, practical activities, families and
communities. Learning is not limited to the learners alone, it is about our place in the
community, society and the world. Therefore, learners need to be exposed to a wide range of
contexts as much as possible. Diversity such as multiculture, inter-religious encounter and
general international environments have been acknowledged to be desirable in helping
learners to develop understanding of self and others and become fully integrated human
beings and global citizen. This paragraph is synonymous to the 4th objectives of social
studies in Nigeria.
The Way Forward In The 21st Century

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 Extension is uniquely positioned with community based education systems, it is better
suited to carry out the mission of engaging people in community based responses to local
needs. If transfer national education is an approach that can deliver the most value to
communities, then it is important that educational programs should be more consistently
designed to lay the foundation for transformational learning and actions in community. In
the light of the above, it is pertinent that social studies as transformative education is
necessary for solving problems of societal change and therefore must embrace among others
the following:
Redesigning of Educational Curriculum
Based on the above fact, redesigning of educational curriculum to embrace and
integrate ideas, content and methodology values, from discipline like integrated social
studies is germane due to its focus that deals with the realities of life, the discipline focus on
individual self reliance, self expression, social confidence and initiative which promote good
citizenship, cooperation and integration for the progress of the society. Also thinking, feeling
and skills of social acting are three dimensions of behaviour which social studies addressed.
The discipline emphasizes the active and equal use of the cognitive, affective and
psychomotive domains while teaching, in order to achieve educational goal. Social Studies
with the recognition of the three domains of knowledge has develop the capacities of learners
to think intelligently on environmental/societal issues and problems, to make effective
personal and rational decision, developing and enlarging learners ability to empathy, acting
confidently with judgment, caring and commitment with necessary social action.
Emphasizing Problem Solving Skill
A problem is any situation where you have an opportunity to make a difference or
make things better. The problem solving skills which could be regarded as basic skills or life
skills are designed to train learners to face and solve any given problem by internalizing the
basic principles and process of finding solutions to problems. However, it require thinking
skills (creative and critical thinking), it is a fact that one of the important goals of education is
to help students to learn how to think more productive by combining creative thinking (to
generate ideas) and critical thinking (to evaluate ideas) in order to be a well rounded
productive thinker. According to Richard Paul, a prominent advocate of Critical Thinking,
says “Alternative solutions are often not given, they must be generated or thought up.
Critical thinkers must be creative thinkers as well, generating possible solutions in order to
find the best one. The basic principle or process should be to first of all identify a problem,
11
analyse it, formulate hypothesis, collect data, analyze it and draw an effective conclusion to
solve a given problem. It is no doubt that this will help any academic curriculum to produce
all round developed individuals that transform the society and profer workable solutions to
societal problems.
Emphasizing Value Clarification
Value is a standard, criterion or rule for determining whether something is good or
bad; for judging ones behaviour and behaviour of others. To make intelligent decision,
students as (future) social actors must have knowledge of how to identify and clarify their
values and relate them to their previous knowledge in order to make a rational decision so as
to solve personal problem and shape public issue and policy by effectively participating in
social action. This approach, has steps very closely related to those usually included in
inquiring or problem solving strategies. It begins with clarification of the issues or problems,
which normally involves the collections and organization of related data, information and
facts then students move on to the making and checking of a conclusion.
UNESCO (1984) suggested the use of values clarification strategies in teaching
controversial and value-laden issues. Value Clarification is designed to engage learners and
teachers in the active formulation and examination of values. With these strategies, pupils
are led by the teacher to clarify their value position bearing in mind current and more factual
realities. Rather than presenting the learner with an already made position, the learner is
assisted by the teacher to re-examine his/her long held values visa vis new evidences.
UNESCO (1984) emphasized that the major goal of value clarification is to involve the
students in practical experiences making them aware of their own feelings, their own ideas,
their own belief, so that the choices and decisions they make are conscious and deliberate
and are based on their value system.
CONCLUSION AND RECOMMENDATIONS
Having realized the fact that change is inevitable in any human society, and social
problems are bound to come up, man should endeavour to prepare to cope with the elements
of changes and its attendant problems. Because man is not a slave to his societal problems,
education is conceived as an effective tool through which the society will be put under
adequate control of man, by employing educational disciplines among which Integrated
Social Studies stands out as a unique measure to profer solutions to myriad societal
problems. Social studies with all its features which include, a model and competent teacher,
effective methods of teaching, enabling educational environment, relevant instructional
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materials and the impartation of basic life skills that help man to modify the environment in
order to live a positive life. However, the political institutions should put in place necessary
facilities to facilitate effective result from a well designed and all embracing educational
curriculum which if is in place and blessed by divine intervention would promote
meaningful transformation in socio-political, economic, cultural and religious processes, then
life will be worth while for all concerned.
However, the following recommendations are made;
Social and emotional skills are critical life skills that all children should possess as part
of a wholistic education, so skills such as emotion management skill, learning to work with
others cooperatively, learning to make responsible decisions etc, will be required to handle
difficult situation in an appropriate manner.
Since to change is a choice, teachers can not teach and impose the will to change on
students and learners, but they can influence them by modeling and creating a safe and
supportive environment that will hopefully make them desire to change individually and
collectively.
There are no particular teaching methods that guarantee transformative learning, but
teachers will need to demonstrate deligence, discipline and a strong commitment by
exploring the relevant available methods in order to achieve the goal of transformative
education.
Teachers and counsellors should be exposed to the available range of methods that
would aid the impartation of skills and effective transformation of learners to cope with the
realities of human society.
Stakeholders in educational industry and specialists in the production of instructional
materials should endeavour to design an integrative social problem solving skill programme
that uses computer games as part of the lesson plans to cater for todays ’ children who are
comfortable with the use of information technology.
Government at all level should try their best to effect progressive change through a
profound democratic undertaking where people of different racial and ethnic background;
sexual orientations; abilities and ages would join together in developing and implementing
creative solutions to social problems.
Government, educational institutions and organizations should make learners
transformation the explicit goal of all educational programmes and encounters.

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