This thesis represents historical research on the development of Catholic education in Southeastern Nigeria, in the context of national development, 1885 to the present. Evidence was utilized from both primary and secondary sources. Primary sources included archival documents, state and church records, reports, and newspapers. Additional evidence was drawn from observations, and interviews with seven Catholic priests and educators who witnessed the development of Catholic education in the region. The study found that education in Nigeria was affected by many factors, including the legacy of colonialism. The transition from colonial to post-colonial Nigeria in the 1950s and 1960s gave birth to a new generation of indigenous Catholic educators. In particular, the work and experience of Reverend Charles Ikeme is highlighted. Catholic education made great contributions to the development of Nigeria but was fractured by the civil war. In the wake of government seizure of Catholic institutions in 1970, bishops focused on the removal of religious education, linking it to falling standard of education and lack of moral behavior among students. But Rev Ikeme worked pragmatically to restore discipline, good behavior among students, and academic excellence in the public schools. When Catholic leaders in Southeastern Nigeria regained control of schools, they found that the institutions had changed and there was no going back.
|Commitee:||Ng, Jennifer, Ojiambo, Peter, Rice, Suzanne, Twombly, Susan|
|School:||University of Kansas|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Kansas|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Subjects:||African Studies, Education Policy, Religious education|
|Keywords:||Catholic education, Southeastern Nigeria, national educational development|
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