Metaphor, Ideology, and National Identity in Nigerian Educational Textbook Language

This study analyses the metaphorical language and ideological constructions of national identity embedded in approved English and social studies textbooks used in Nigerian secondary schools, examining how educational discourse produces and reproduces particular understandings of Nigerian nationhood, citizenship, and social belonging. Textbooks are among the most consequential sites of ideological language production in any national education system, and their metaphorical constructions of national identity shape millions of young Nigerians' understanding of what their country is, who its citizens are, and what values define belonging. The study employs a critical discourse analysis and critical metaphor analysis methodology, examining a sample of 20 approved textbooks from the Senior Secondary Certificate curriculum across English language, literature in English, and social studies subject areas, covering publications from three major Nigerian publishers. Analysis examines the metaphorical domains used to describe the Nigerian nation and its citizens, the construction of national heroes and villains, the representation of diversity and unity, and the gendering and ethnicisation of national identity in textbook language. Findings reveal a consistent metaphorical cluster constructing Nigeria as an organism with natural growth potential impeded by the disease of corruption, and national unity as a family structure that naturalises hierarchical authority. Ethnic diversity is metaphorically managed through benign pluralism framing that avoids acknowledging structural inequalities. Recommendations include curriculum developer training in critical awareness of textbook language ideology. Keywords: metaphor, ideology, national identity, textbook language, critical discourse analysis.