DECOLONIZATION OF MORAL EDUCATION FOR SUSTAINABLE CREATIVITY IN NIGERIAN SECONDARY SCHOOLS
Abstract
This paper examines the decolonization of moral education as a strategy for promoting sustainable creativity among learners in Nigerian secondary schools. Colonial educational systems historically imposed Western moral and ethical frameworks, often marginalizing indigenous African value systems. As a result, moral education in many African schools remains disconnected from local cultural realities, limiting its potential to nurture ethically responsible and innovative citizens. Using a conceptual and theoretical approach, the paper explores how integrating indigenous moral philosophies, particularly Ubuntu, can enhance ethical reasoning, cultural identity, and creative problem-solving. The paper argues that culturally grounded moral education fosters sustainable creativity by promoting ethical awareness, critical thinking, and contextually relevant innovation. The paper recommends curriculum reforms that integrate indigenous values, teacher capacity-building in culturally responsive pedagogy, and community involvement in moral education. This paper contributes to the understanding of how culturally grounded moral education can foster innovation, ethical leadership, and sustainable development in post-colonial African educational contexts.
Keywords: Decolonization of Education, Moral Education, Sustainable Creativity, Indigenous Knowledge Systems
Rev. Fr. Dr. Paul Okwuchukwu Azuakor
School of General Studies, Federal Polytechnic Oko
Anambra State
Frpaulokwy4all@gmail.com
Okafor Eugene Mmadueke
Department of Accounting, Federal College of Education (Technical), Umunze,
Anambra State
Okaforeugene2014@gmail.com