DECOLONIZING HISTORY EDUCATION IN NIGERIA: HISTORICAL AND PHILOSOPHICAL PERSPECTIVES

Abstract

This study examines the decolonization of history education in Nigeria from historical and philosophical perspectives, focusing on how colonial legacies continue to shape curriculum content, pedagogical approaches, and learners’ historical consciousness. It argues that despite several curriculum reforms since independence, history education in Nigeria remains significantly influenced by Eurocentric narratives that marginalize indigenous knowledge systems, local istoriographies, and African epistemologies. The paper situates discussion within broader debates on educational decolonization, emphasizing the need to reposition Nigerian history education as a tool for cultural reclamation, identity formation, and critical citizenship development. Drawing on documentary evidence and relevant scholarly interpretations, the study highlights persistent gaps in the representation of Nigerian pre-colonial states, resistance movements, and indigenous intellectual traditions within school curricula. It further explores philosophical arguments supporting decolonization, particularly the African-centered epistemological framework, which advocates for the validation of indigenous ways of knowing and historical interpretation. The paper contends that meaningful reform in history education requires not only curriculum restructuring but also teacher retraining, resource reorientation, and the integration of community-based historical knowledge. It concludes that decolonizing history education is essential for fostering national consciousness, cultural pride, and intellectual independence among Nigerian learners.