BEYOND TOKENISM: REIMAGINING PEACE EDUCATION IN NIGERIA’S DIVERSE SOCIETY

Abstract

Peace education has increasingly been recognized as a critical instrument for fostering social cohesion, preventing violence and promoting sustainable peace. In Nigeria, however, despite its relevance in addressing persistent insecurity, youth restiveness and communal conflicts, peace education remains inadequately institutionalized. This study critically examines the state of peace education in Nigeria, focusing on its conceptual foundations, implementation in formal and informal contexts, policy responses and structural challenges. Employing a qualitative, desk- review methodology anchored in Galtung's Peace Theory and Critical Peace Education Theory, the study synthesizes extant literature, interrogates government policy responses, and identifies persistent knowledge gaps. Findings reveal that although peace education elements are embedded within subjects such as civic education and social studies, the absence of a coherent and stand-alone framework undermines their effectiveness. Furthermore, the study identifies a significant disconnect between formal education and indigenous peacebuilding practices, which remain underutilized despite their cultural relevance and practical efficacy. The paper argues for a paradigm shift toward a context-sensitive and integrative approach that bridges formal curricula with indigenous knowledge systems. It concludes that meaningful institutional commitment, curriculum reform and the incorporation of local peace practices are essential for repositioning peace education as a transformative tool for sustainable peace in Nigeria. Key Words: Peace Education, Peacebuilding, Nigeria, Peace Culture, YouthSelf