In order to pave the way for a more equitable and inclusive education system devoid of any forms of gender-based abuse, particularly sexual harassment, a Nigeria-based international non-governmental organisation, Alliances for Africa (AFA), recently convened a workshop for the Directors of Gender Studies Centres (GSC) from eleven Nigerian universities, selected CSOs and other stakeholders. ENE OSHABA was there.
The workshop
Recently, a Nigeria-based international non-governmental organisation Alliances for Africa (AFA) convened a meeting titled, “A Workshop on the development of a general studies curriculum on Gender and Inclusion Framework for Nigerian Universities.
The event which was held at Bolton White Hotel Abuja had participants from across the six geopolitical zones of the country. It’s being supported to take a pioneering step towards the development of a comprehensive General Studies curriculum on Gender and Inclusion framework. This initiative comes as a response to the pressing need for educational institutions to address the diverse needs and perspectives of their student body, educators, and communities.
With a diverse array of stakeholders from academia, alumni networks, teaching and non-teaching staff associations, and other key players in the Nigerian educational sphere. The overarching objectives of the gathering were twofold: to foster collaboration in the development of a robust curriculum and to empower participants with the requisite knowledge and skills to effectively integrate gender perspectives into teaching, learning, and curriculum development processes.
AFA’s executive director, Ms. Iheoma Obibi, in her opening remarks, said the event aims to facilitate a collaborative process among stakeholders to develop a comprehensive and inclusive General Studies curriculum on Gender and Inclusion framework that addresses the diverse needs and perspectives of first year students, educators, and communities (alumni, teaching and teaching non-staff association of universities and stakeholders).
She added that it also aimed to enhance participants’ understanding of key concepts, theories, and methodologies in gender and inclusion education, and to equip them with the knowledge and skills needed to effectively integrate gender perspectives into teaching, learning, and curriculum development processes.
Recent developments
Recently, the University of Nigeria took a swift action in response to allegations of sexual harassment involving one of its faculty members, Mr. Mfonobong David Udoudom, a lecturer within the General Studies division, by suspending him indefinitely pending the outcome of a disciplinary investigation.
A statement signed by the Acting Public Relations Officer, Okwun Omeaku, indicated that the decision to suspend Mr. Udoudom came “after a video surfaced depicting alleged harassment of a female student.”
“The university’s management has acted decisively, demonstrating a commitment to maintaining a safe and respectful learning environment for all students.
“UNN has long maintained a zero-tolerance policy towards sexual misconduct involving both staff and students. The institution takes such allegations seriously and has implemented a robust sexual harassment policy to ensure accountability and transparency in addressing such matters.
“As investigations proceed, the University of Nigeria re-affirms its dedication to upholding the highest standards of integrity and ethics. The well-being and safety of its students remain paramount, and appropriate disciplinary action will be taken against Mr. Udoudom if found guilty by the university’s disciplinary panel,” the statement read in part.
“This is one case out of the many instances of sexual harassment in universities suffered mostly by girls and women, some have argued that some male lecturers and students are also victims of sexual harassment in universities.
“My course mate at my master’s class was always harassing the male lecturer trying to seduce him each time lectures were going on, to the point that she wears obscene clothes and deliberately sits in the front row during only his lectures just to get his attention. During other lectures she sits behind because she is not someone who likes the front row,” Aisha Momoh from the University of Ibadan said.
“Surprisingly she is a brilliant student, if not the most brilliant in our class so hers was not to get marks like is generally believed. She wanted a sexual relationship with him and thought the class was the best place to seduce him so the lecturer stopped lecturing us; it was so obvious that we her classmates had to caution her to stop, but she said they are adults and can make decisions. We graduated and I don’t know if she continued chasing him.
“We should all respect each other because for me, every part of my body is an idol, touching without consent has grave consequences,” she said.
Revolutionising general studies education
The workshop was a shared commitment to dismantling barriers and fostering an environment of inclusivity within higher institutions of learning in Nigeria with innovative approaches to curriculum design, ensuring that it resonated with the diverse backgrounds and experiences of first-year students.
Central to the workshop’s agenda was the recognition of education as a powerful tool for social change. By equipping educators with the knowledge and skills needed to address issues of gender inequality and exclusion, universities are not only preparing students for academic success but also empowering them to become agents of positive change in society. Through initiatives like this workshop, Nigerian universities are taking proactive steps towards creating a more inclusive and equitable educational landscape for generations to come.
Setting the context straight
Gender expert and consultant Prof. Amina Mama, in her paper presentation titled, “Defining leadership, gender, feminism and its theory: Gender and transformational leadership in designing a localised gender and inclusion curriculum, noted that “addressing sexual harassment in universities requires a course on gender studies.”
Stressing the need and benefits of enhancing general studies education holistically, she noted that in many educational settings, critical topics like personal space, privacy, and ethnic issues often receive insufficient attention.
“This oversight can be detrimental, especially when exacerbated by political narratives. Therefore, it’s imperative to address these gaps in education before transitioning to more specialised topics,” she said.
During the discussion, it became evident that the general studies curriculum, typically spanning 12 weeks, offers a unique opportunity to introduce students to a broad range of essential concepts. To ensure a balanced curriculum without overload, it’s essential to carefully select and prioritise topics.
One proposed approach involves introducing students to key concepts such as gender, ethnicity, religion, disability, and sexual diversity. By fostering global awareness through interdisciplinary fields like psychology, biology, sociology, and development studies, students can gain a deeper understanding of societal dynamics.
The expert emphasised that early incorporation of the psychology of gender is crucial in understanding how individuals develop gender identities. Moreover, fostering inclusivity by addressing hetero-patriarchy and recognising the rights of gender non-conforming individuals is paramount.
“In today’s digital age, media literacy and identity formation are indispensable skills. Therefore, incorporating these topics into the curriculum can better equip students to navigate an increasingly complex media landscape.”
While acknowledging the importance of these topics, she noted that it was essential to prioritise and refine the curriculum within the Nigerian context, adding that further discussions and justifications are necessary to ensure that the curriculum meets the specific needs and challenges faced in the local setting.
“Key concepts such as gender, patriarchy, religion, and peace-building should be central to the curriculum, emphasising their interconnectedness. Equally, the inclusion of both Islam and Christianity promotes understanding and peace within Nigeria’s diverse religious landscape.
“While there are numerous aspects to consider, these suggestions lay a solid foundation for enhancing the General Studies education system. By addressing critical gaps and embracing interdisciplinary approaches, educators can better prepare students for the complexities of the modern world,” she said further.
In summing up her presentation, she recommended the need to foster a comprehensive understanding of gender dynamics within our educational framework, stressing that addressing sexual harassment in universities require a course on gender studies.
Men as allies
Another facilitator, a university lecturer and gender expert, Prof. Olabisi Aina, in her paper presentation titled “Understanding the roles and responsibilities of the Centres for Gender Studies in Nigeria” delved into the history and background of the Centres for Gender Studies, its structural composition, why they were created, the purpose, aim, success from inception till date said gender centres should be more active than what it is currently.
Prof. Aina, while reflecting on the pivotal moments and challenges that shaped her advocacy for women’s rights and empowerment, emphasised the importance of not only engaging women, but also enlisting men as allies in the pursuit of gender equality.
According to her, “Through their support and involvement, the scope and impact of the centres would be significantly expanded.”
She noted that to ensure sustainability, “it’s crucial not to work alone, stressing that involving both men and women as allies is essential, as they can help broaden the scope and overcome challenges.”
“Let me share how we’ve successfully engaged many men in our cause. When establishing gender-focused initiatives, it’s vital to build capacity at various levels, from primary schools to universities. By tailoring education to local needs and engaging with communities, we can foster greater understanding and participation.”
She stressed that expanding gender centres enables better addressing of local issues and monitoring progress.
“From ensuring schools are gender-responsive to implementing policies, there’s much work to be done, but it’s integral to advancing gender equality.
“Our advocacy is driven by a commitment to inclusivity and humanity. We aim to cultivate empathy and understanding, emphasising that our efforts benefit everyone, regardless of gender.
“We find that harmony between genders is inherent. Just as Adam and Eve were companions, we too seek happiness and fulfillment as equals. Education and opportunity should be accessible to all, irrespective of gender, to foster individual and societal development.
“Understanding and addressing gender biases is crucial for progress. By acknowledging our shared humanity and collective responsibility, we can create a more equitable and prosperous society.
“By providing specialised training and fostering a community of scholars, these programs became catalysts for driving social change and nurturing a new generation of feminist activists,” she added.
She noted, however, that the path towards institutionalizing women’s studies and gender equality initiatives was not without its hurdles, acknowledging the challenges faced in securing funding and institutional support.
“Despite these obstacles, our unwavering dedication and strategic approach enabled us to navigate through adversity and carve out a space for gender advocacy within the academic landscape.”
She, therefore, underscored the importance of grassroots advocacy and community engagement in effecting tangible change, stating that beyond the confines of academia “it is important to seek to empower women at the grassroots level, equipping them with the knowledge and tools to advocate for their rights and navigate societal structures.”
Way forward
The programmes director at AFA, Blessing Duru, urged Gender Studies Centres to be strategic in planning “if tangible results must be achieved.”
She said, “We’ve observed that some individuals in critical positions lack the capacity to drive initiatives that affects women and girls effectively.
“The Gender Studies Centres should not be static as a department where only lectures hold; it should reflect the issues of women and be a centre where families even outside the school can assess.”
Meanwhile, one of the participants, a legal luminary, Ndidi, noted that gender studies centres required legislation from the National Assembly to formalise them as faculties or centres within universities.
“This legal consideration is essential because governmental competence in establishing universities extends to determining courses of study. If Gender Studies remains separate and unsupported, it may perpetually struggle for recognition and funding, resembling an NGO,” she said.
She urged women representatives at the constitutional review to project the institutionalisation of Gender Studies, saying “this will alleviate a myriad of challenges.”
“Gender studies aren’t just another course; it’s integral to understanding humanity and affects various facets of society. While legislation may not directly dictate academic content, we can advocate for policies and acts that promote gender responsiveness in education and beyond. We must package this advocacy carefully to avoid appearing as if we’re imposing academic mandates.
“We can align it with existing frameworks like the national gender policy, which emphasises gender education. By connecting our proposal to established government policies, we strengthen our argument for implementation. We’re not asking for a new creation but rather for existing policies to be upheld, enhancing gender education as a primary concern.
“Building on this, we can emphasise the importance of implementing existing policies like the national gender policy. By aligning our advocacy with ongoing efforts and governmental frameworks, we reinforce the urgency of our cause. This approach underscores the necessity of gender education within the broader context of societal development.”
