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p-Index From 2021 - 2026
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All Journal International Journal of Education, Culture, and Society International Journal of Education and Social Science Studies
Godson Chidi Nwokorie
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Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THE IMPACT OF EXCLUSION ON MINORITIZED LEARNERS: PROMOTING EDUCATIONAL EQUITY AS AN IMPERATIVE FOR SUSTAINABLE DEVELOPMENT Emmanuel Lucas Nwachukwu; Victoria Azuka Chukwuma; Gift Adaoma Ubani; Godson Chidi Nwokorie; Christopher Chinedu Joseph
International Journal of Education and Social Science Studies Vol. 1 No. 3 (2025): International Journal of Education and Social Science Studies
Publisher : CV. Tirta Pustaka Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60153/ijesss.v1i3.208

Abstract

Despite global advocacy for educational equity, many educational systems continue to inadequately support minoritized learners, particularly those from low-income families and ethnic or racial minority groups, who face systemic barriers such as underrepresentation, economic disparities, discrimination, and unequal access to resources. This study addresses the critical research problem of how exclusionary practices in education limit the potential of marginalized learners and hinder broader social development, highlighting the urgent need for equity-focused interventions. By conducting a systematic literature-based analysis of studies published between 2010 and 2024, this paper identifies recurring patterns of exclusion, effective strategies for fostering inclusivity, and policy gaps that perpetuate educational inequities. Key findings indicate that equity-oriented educational policies—such as targeted resource allocation, culturally responsive curricula, and inclusive pedagogical practices—significantly enhance the academic outcomes, social mobility, and career opportunities of minoritized learners.   The study contributes to the discourse on inclusive education by providing evidence-based recommendations for policymakers and educators, demonstrating that sustainable social development is attainable only when educational systems actively prioritize inclusivity and equity. These findings underscore the necessity of comprehensive, systemic reforms to ensure that no learner is left behind, thereby promoting broader societal well-being and reducing inequalities. 
Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review Emmanuel Lucas Nwachukwu; Lasbrey Ikechukwu Unegbu; Godson Chidi Nwokorie; Sule Omeiza Adebayo
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9278

Abstract

Curriculum design in Nigeria is frequently treated as a technical or administrative activity, yet it also constitutes a central expression of the state’s commitments under its educational social contract. This systematic review examines whether Nigerian curriculum design fulfils the epistemic obligations embedded in that contract, using social contract theory as its analytical framework. A systematic search across seven academic databases was conducted, followed by PRISMA-guided screening. A total of 62 sources were analysed, comprising 40 core sources subjected to thematic synthesis and 22 sources used for theoretical and contextual framing. Five analytical themes emerged: the gap between policy declarations and curriculum realities; the persistence of colonial epistemological hierarchies; the epistemic consequences of current language policy; tensions between pedagogical ideals and transmission-oriented classroom practice; and the interdependence of curriculum, assessment, teacher education, and language reform. The findings indicate that Nigeria’s curriculum challenges extend beyond administrative implementation and reflect deeper philosophical questions concerning whose knowledge is legitimised, transmitted, and assessed through schooling. The review introduces epistemic obligation as a distinct dimension of state responsibility, arguing that curriculum reform must address epistemological justice rather than rely solely on policy revision. This study contributes to curriculum theory, decolonial education, and educational philosophy by reframing Nigerian curriculum design as a matter of epistemic accountability within the educational social contract, with implications for curriculum reconstruction, language policy, assessment reform, and teacher education.
Educational Social Contract and Curriculum Reform: A Systematic Review of Epistemic, Pedagogical, and Language Gaps in Early Childhood Education Emmanuel Lucas Nwachukwu; Lasbrey Ikechukwu Unegbu; Godson Chidi Nwokorie; Sule Omeiza Adebayo
International Journal of Education, Culture, and Society Vol 4 No 3 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i3.10149

Abstract

Curriculum design is often treated as a technical or administrative undertaking, although it also expresses the state’s commitments under the educational social contract. This systematic review examines whether curriculum design in Nigeria fulfils the state’s foundational educational obligations, with particular attention to early childhood education from birth to age eight. Drawing on social contract theory, the review considers how curriculum and language choices shape young learners’ cognitive development, ownership of knowledge, and sense of belonging within the education system. A systematic search of seven academic databases identified 61 sources. Following PRISMA-guided screening, 40 sources were included in the analytical synthesis, while 21 informed the theoretical and foundational framework. Five themes emerged: the gap between policy declarations and classroom practice; the enduring influence of colonial hierarchies on the recognition of legitimate knowledge; the enabling or constraining effects of language choices on early learning; tensions between pedagogies that promote independent thinking and those centred on memorisation; and the interdependence of curriculum reform, assessment, teacher preparation, and language policy. The synthesis indicates that Nigeria’s curriculum challenges are not merely administrative but are also philosophical and epistemic. Meaningful reform therefore requires reconsideration of which knowledge systems, languages, and pedagogical practices are legitimised within education rather than policy revision alone. Early childhood settings constitute critical sites for this transformation because the epistemic dispositions and learning practices established during this period influence subsequent educational experiences. By connecting curriculum reform with the educational social contract, the review contributes an integrated framework for advancing epistemic justice, pedagogical coherence, and more inclusive early childhood education in Nigeria.
Co-Authors Christopher Chinedu Joseph Emmanuel Lucas Nwachukwu Gift Adaoma Ubani Lasbrey Ikechukwu Unegbu Sule Omeiza Adebayo Victoria Azuka Chukwuma