Nigerian Teachers’ Framing of Physics within a Colonial Context

Abstract

Physics education in Nigeria is often criticized for being overly theoretical and disconnected from students’ cultural contexts and everyday lives. This study examines how two in-service physics teachers navigate systemic and colonial constraints while making physics more relevant to their students. Drawing on framing theory, culturally relevant pedagogy (CRP), and coloniality, the study uses interviews to explore teachers’ approaches to classroom practice. Findings reveal that curricula and professional development continue to privilege Western epistemologies and canonical physics knowledge. However, teachers demonstrate agency and resourcefulness by incorporating students’ local knowledge, including farming practices, musical traditions, and community challenges, to connect textbook concepts with real-world applications. This culturally relevant work remains largely informal and teacher-driven, operating within a system shaped by colonial assumptions about valid scientific knowledge. The study argues for reimagining physics education in Nigeria by moving beyond deficit views of teachers and recognizing their agency in reframing physics instruction. Strengthening culturally relevant approaches and teacher autonomy may help create more meaningful, inclusive, and contextually grounded physics learning experiences for Nigerian students.