A Theoretical Framework for Decolonising the Social Studies Curriculum in Nigerian Secondary Schools

This study develops and validates a theoretical framework for decolonising the Social Studies curriculum in Nigerian secondary schools, responding to longstanding critiques of post-colonial educational content that privileges Eurocentric epistemologies over indigenous African knowledge systems. Drawing on Ngugi wa Thiong'o's decolonisation theory, Ubuntu philosophy, and Afrocentric curriculum frameworks, the study proposes a multidimensional decolonisation model comprising four interconnected pillars: epistemological recentring, representational equity, pedagogical indigenisation, and civic re-rooting. The research employed a qualitative constructivist paradigm using document analysis, expert consultation through a three-round Delphi technique involving 40 Social Studies education scholars and curriculum specialists from all six geopolitical zones of Nigeria, and focus group discussions with 30 practising teachers. Framework validity was established through triangulation of data sources and member checking. Findings indicate broad scholarly consensus on the necessity of decolonising reform and significant conceptual convergence around the four proposed pillars, with epistemological recentring rated most urgently needed. Regional variations in prioritisation reflected distinct historical and cultural contexts across Nigeria's geopolitical zones. The validated framework offers a theoretically grounded, operationalisable model for curriculum reform that NERDC and state education agencies can adopt. The study contributes an original theoretical contribution to the global decolonisation of education discourse within the specific context of Nigerian Social Studies. Keywords: decolonisation, Social Studies curriculum, theoretical framework, indigenous knowledge, Afrocentric education.