Edeoja, Joy Acheyini; (2024) Assessing the Role of Education in Heritage Perception Among Young Graduates of Secondary School: A Case Study of Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This thesis explores the role of education in heritage perception and the impact of this on how it is engaged with among young adults (graduates of secondary school) in Nigeria. Specifically, the study examines individual heritage interpretation through classroom education, and the relationship that exists between this and pedagogical activities. Literature suggests that teachers, as individuals, exhibit selective ownership of heritage conceptualisation (personal conceptualization), consequently, how much of this is portrayed in their professional output, the correlation between this and curricular content play a significant role in what is perceived by learners. The attitude of the younger generation towards heritage, the ambiguous definitions of heritage and sustainable development has created a gap in understanding the distinct role of education in heritage perception among learners. This study, a case study design, structured around 2 major states seeks to fill the existing gap within the Nigeria’s context. Through the social constructivism theoretical framework, the thesis, which is a mixed method design, combines a quantitative study using Likert scale questionnaire, with a weighted qualitative approach by means of series of close and open-ended interviews and surveys. This bottom-up approach combined several outlooks which allowed an inductive exploration that employed the use of UCL opinio for data collection and the NVivo software for thematic analysis. The findings submit some conspicuous conclusions which includes the dichotomy involved in generational concept of heritage, which has created room for teachers’ biases with a resultant effect on pedagogy and learners. The presence of teachers who are ‘passers-by’ in the classroom, are among some factors that have profound impact on heritage perception in the classroom. Hence, the use of social pedagogy, a pedagogy of relationships which comprises of individual construction based on collaborative and innovative approaches as a platform for a heritage-friendly classroom.

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