Nigeria
Nigerian Scholars Discuss the State of Education as the World Celebrates Teachers
Published
5 years agoon
Oct. 5 is recognized internationally as World Teachers’ Day to observe the anniversary of the adoption of the 1966 UNESCO Recommendation Concerning the Status of Teachers, around the world. This event was first celebrated in 1994. To further mark this event in the editorial context, our correspondent, Favour Ebube talked to two Nigerian-based scholars, Professor Simeon Dosunmu, a Professor of Sociology of Education, Department of Educational Foundations, Faculty of Education, Lagos State University, and Dr. John Ogugbeni, a Systems Librarian with the Lagos State University, Ojo Campus, Lagos State.
Professor Simeon Dosunmu is a Professor of Sociology of Education, Department of Educational Foundations, Faculty of Education, Lagos State University, Ojo, Lagos, Nigeria. He is an intellectual sophisticate with copious publications within and outside Nigeria.
WHY DID YOU BECOME A TEACHER AMONGST ALL THE DESIRED PROFESSION IN NIGERIA?
Well, let me start by saying that I’m a teacher today with no regrets. Maybe because the teaching profession runs in my family. My father was a teacher. He was given money to establish a public school in 1947. He established the school and he was the headmaster till 1976. So, I was born into it and I love it too, because my father carried himself with an uncommon dedication to the teaching profession. And thirty, thirty-one years after his death, his students are old now, they still give him the respect; so, you know, somehow, as a young boy, I always followed him. We talk about teaching; we talk about a lot of things and the way he taught, too. So, teaching runs in our family. I love teaching. I am a teacher and I’m glad about that.
WHAT IS YOUR TEACHING PHILOSOPHY?
My teaching philosophy is that learning is fun and that education is not just transference of knowledge but also, it has to do with inner affinity, empathy, and praxis. By praxis, I mean, putting into practice what you teach.
DO YOU THINK BEING A TEACHER HAS A LOT TO DO WITH PERSONALITY THAN MERE TRAINING?
Well, some people claim that they are born teachers and I want to say that even if there are born teachers, those teachers must be trained. When one has a background of teaching, maybe the father is a teacher or he’s leaving with a teacher, or has the passion, somehow, it will rub on such a person. It’s just like someone who grew up in the barracks. If time is not taken, that person will manifest the life of a police man or a soldier but that doesn’t confirm that that person is truly a soldier or a policeman. So, the same thing, having affinity or fraternizing with teachers, -er…, getting to like what they do,it does not really confirm one as a professional teacher; so I will want to sum up that if one is a born teacher so to say, such a person must be a trained teacher.
WHAT IS YOUR MOST FRUSTRATING EXPERIENCE IN THE TEACHING FIELD IN DEALING WITH STUDENTS AND SYSTEMS?
A lot of experiences that cannot all be recounted. There are times you repeat what ought to be done over and over again and err.., dishearteningly, you find someone doing exactly the opposite of what you told them to do or what you told them not to do. It could be really frustrating, especially when one is a painstaking teacher who wants to explain things to students and you just find someone doing exactly the opposite. It could be really frustrating. Apart from that, every other thing could be managed, could be endured, and could be put right. As to the system, well, what I’ll say is that there is no perfect situation anywhere. As a teacher, one would have to really be an ‘Oliver Twist’ to have to ask for more. Teachers are ever demanding and it’s not for fun. It’s because of the demand of what they have to do.
WOULD YOU SAY THAT MANY TEACHERS SEEK TO BE EMPLOYED IN PUBLIC UNIVERSITIES BECAUSE IT MAKES THEM LESS ACCOUNTABLE IN THEIR DUTIES UNLIKE THE PRIVATE UNIVERSITIES?
I have not really taught at a private university, but all universities have their minimum expectations from their lecturers and teaching in the university or tertiary institution, be it public or private, is not an escape route. No. Even at that level, you discover that the demand is much because we stand at the tripod-the tripod of teaching, research and community service. Even teaching alone. People feel that all about teaching is just talking, so they want to be a lecturer, but you discover that it’s not so. Either private or public, you need to update your knowledge. That means a continuous reading. Then you talk, you lecture. Yes. But that is just twenty, thirty percent of the whole job. How about marking assignments? Then you come back to marking examination scripts,or giving tests, giving practicals, and so on and so forth. So, you discover that for a real lecturer, the time is just not there. Either in the public or in the private sector, you’ll have to enhance yourself, you’ll have to be on top of your game. You have to do some community service; people are inviting you here and there for a talk. It’s time consuming and you don’t want to go there just to mope or gallivant.Rather, you want to sit down so that by the time you get there, you give them substance. So, all these things add up to the teacher, the lecturer, or whatsoever you call their names, they’re really and very very busy.
DO YOU THINK THE STUDENTS’ AND TEACHERS’ MENTAL AND EMOTIONAL HEALTH ARE CONSIDERED IN THE EDUCATIONAL SYSTEM?
Yes, teachers’ mental and emotional wellbeing are catered for. The same thing with the students. Err…first of all, you discover that every student that gains admission, one of the places he or she will report to is the health centre where they will have to do some tests and things like that. And for members of staff too, the health centre or the hospital is there for everyone to go and have a thorough check-up, whatsoever is troubling or traumatizing. And when we say something about mental health, it doesn’t have to get to a point where somebody is a schizophrenic. Err… that’s why you find in some universities, you have the staff club. The staff club is for people to get there to unwind, to refresh, breathe in fresh air. Also part of the wellbeing, you have the sports centre that people can go to to keep fit, to keep in shape. So, all these things are there for both staff and students so that everyone can be healthy. It is often said that a sound mind must be in a healthy body.
HOW ARE TEACHERS EQUIPPED TO CATER FOR STUDENTS WITH DIFFERENT LEARNING STYLES?
When you talk of children or students with different learning styles, you should know that it ranges from primary school up to tertiary level. What is being advocated at the moment is inclusive education. Under inclusive education, students that are challenged are merged with other students so that they can work together, interact together, the other students can study them and so on and so forth. There are times you find students with special needs(that’s what they are called), that they’re mingled with other students and at university level, you discover that those people are able to cope amongst themselves. Yes. They’re able to cope with just little assistance. So, you discover that a lot of technology has been brought into learning in other to facilitate their ability to cope with learning; so, learning for the special needs of students have been gradually reduced because technology has really come in.
WHEN DOES A TEACHERS’ JOB END AND THE PARENTS’ BEGIN?
Teachers’ job and parents’ job are seamlessly interwoven. A situation where you find both the teacher and the students and the parents working together, you can be very sure that success will be maximised. Students will do better at that level but when it comes to teachers morals, it should start from home. There are so many students that are eventually going A-wire, not possessing the pleasantness they are known for just because the home is failing in its duty. There should be a great relationship between the home and the school. The home is to kickstart the process of morality. Yes. It is the work of the home to start the process and it is now further lending when the child gets to school. Teachers have their role to play, too, that whenever they teach, they bring in morals.
IT IS COMMON, ESPECIALLY IN PUBLIC SCHOOLS TO SEE TEACHERS STRAINING THEIR VOICES TO TEACH A LARGE CLASS. HOW CAN THIS PROBLEM BE SOLVED AND BY WHOM?
Well, it is common to see teachers training their voices to teach large classes. Lot of reasons could be attributed to this. Once you have large classes, as we are having now in most part of the country, teachers will have to strain their voices. And because teaching is not just a day’s act, it’s a continuum,on that basis, the teacher’s voice needs to be well managed; so, there are ways of handling that. One, split the classes, let the number be smaller; that could help. Then two is,err.., we should have some form of aid, the use of public address system for the classes, atleast, the volume should be manageable. We can have them. Also, you discover that when teachers don’t conserve their voices, they cannot last long. They are not machines; so, we need to bear that in mind.
WHAT IS YOUR GREATEST JOY AND PAIN AS A TEACHER?
My greatest joy as a teacher is seeing my students progress: some of them travelling out, some of them making waves in their fields of endeavours. It is always a bounty of joy to me. When I see students moving on, not necessarily in matters of cash, but making waves, pushing through,leaving their footprints on the sands of time. You see, let me give you this example. I remember I supervised the citation of Uleanya. Yes. I supervised his citation, that is, his Maters’ work. Then, he took it to South Africa and by the time he took it to South Africa, they asked him to present his citation. He presented it. They saw it. ‘Wow’. They told him, for his thesis, he was going to do the same thing over again but it was just going to be comparing Nigeria and South Africa. If what we did, if the supervision had been wishy-washy, you understand, it wouldn’t have been. He was so happy-that’s Chinasa Uleanya. He has finished his PhD now and he is already teaching in one of the universities over there. So, when I remember all these things, I’m always very happy. It gives me joy.
For pain, when I see a student grounded, I’m not so happy. I have this student that I supervised his thesis. Till now, he has not graduated. Just for him to do viva. I’ve been looking for him, calling him, today I will call, tomorrow I will call. I still can’t fathom why someone, just to do viva, after going through all the trouble, It’s just for him to defend and badge his PhD. He keeps on postponing: ‘Sir, I will come and see you tomorrow, you will not understand.’ Just come and see me… till today, we are talking of four years ago now. Till today, it’s just for him appear for his viva but he is not coming. I keep calling. You know, those things are like pains in my heart and when you see a brilliant student who is an indigent student, they cause pain. When you see a brilliant student who becomes a freelancer, not serious, but you know that this one has stuff, he’s a material but he or she is never ready to do anything to achieve more. Those things, they cause pain. I remember one of the students that the parents are abroad and sending money to him here. One day, he came to me that I should buy his laptop. I said ah, ahn, what happened to you that you became this low? He said he would tell me the truth. The parents were sending money to him and he was using it to drink. Any bar he enters, he would gather the students and say ‘serve them round’. So, he kept on serving them round to the extent that he could not pay his school fees, you understand. So, all those things, the minuses are there. They cause pain. I told him I won’t buy his laptop, I had my own laptop anyway, so we just had to rally round to pay his school fees for him, but thank God he picked up after a semester or thereabout. He picked up and he has graduated now.
IF YOU WERE NOT A TEACHER, WHAT WOULD YOU BE?
Oh, wow. If I were not a teacher, I would be a lawyer, sincerely. I love law with passion but err… my overriding interest is to be a teacher and I’m not regretting it. However, if I were not a teacher, I would be a lawyer but I thank God today that I am a teacher, an uncommon one anyway and er…, let’s just leave it at that. I’m happy where I am.
LAST WORDS
Well, I teach, I talk, and I touch lives all within the axis of time. I raise talents and with that, it gives joy, bountiful joy. Yes.
Also, random questions pertaining to the teaching field were posed to another academic.
Dr. John Ogugbeni holds a PhD in Library and Information Science from Nnamdi Azikiwe University, Awka, Anambra State, and is a Systems Librarian with the Lagos State University, Ojo Campus, Lagos State.
TODAY IS TEACHERS’ DAY. IS THERE ANYTHING TO BE HAPPY ABOUT THIS DAY REGARDING THE TEACHING PROFESSION IN NIGERIA?
Yes, there are things to be happy about concerning the education sector. First, it gladdens one’s heart that there are teachers in Nigeria who are still committed to the business of molding lives and imparting knowledge. Such teachers don’t mind the harsh economic condition they have found themselves in. They are also unmindful of the lack of respect for teachers. Another thing is that the level of consciousness of Nigerians is increasing. This is made possible by the education the people have received. In other words, it is education that has made more people to be conscious politically.
DO YOU THINK PEOPLE ACCEPT THE TEACHING PROFESSION AS A FINAL OPTION TO ‘HOLD BODY AND SOUL TOGETHER’?
I will say NO. Many people have the teaching certificate but will prefer to do other things that they think are more rewarding financial, even though the reverse could be case. The major problem today is that our society has been reduced to one in which attention is paid to materialism above dignity of labour. People don’t want to be teachers because they think they won’t get enough money that would earn them respect in the society so, it appears to these materialistic people that those in the teaching profession settled there because they had no choice.
MOST STUDENTS IN PUBLIC UNIVERSITIES COMPLAIN ABOUT STAFF MEMBERS’ RUDENESS TO THEM IN COMMUNICATION AND ATTITUDE TO THEIR WORK? HOW CAN WE ENSURE THAT TEACHERS SHOW BY EXAMPLE, THAT RESPECT FLOWS BOTH UPWARDS AND DOWNWARD AND NOT ONE-WAY?
This has to do with training. Many people who are guilty of this allegation are not trained teachers. That is why it is being advocated that having a PhD in a particular discipline is not enough to be a lecturer; the person should be taken through training on how to be a good teacher.
IN YOUR OPINION, WHAT MAKES AN EXCELLENT TEACHER IN NIGERIA?
What makes an excellent teacher in Nigeria is the personality of an individual (a teacher) to joyfully render service to humanity irrespective of the hostile environment he or she is situated.
WHAT ARE THE CRITICAL AREAS IN EDUCATION CLAMOURING FOR THE INTERVENTION OF THE GOVERNMENT?
I think all areas need serious attention. Do you want to x-ray infrastructure, human resources, policy, or the state of education at the levels of primary, secondary and tertiary? In fact, I support the call for a declaration of a state of emergency in the education sector in Nigeria because all levels in the education sectors have serious problems with policies, with infrastructure, and with human resources. Most of the people who are in the teaching profession, ideally, have no business being in that profession because they do not have the right orientation, the right qualification and so on. The policies are not laying much emphasis to technical and vocational studies. Any system that is not paying attention to these cannot make the right impact on the society.
DO YOU THINK IT IS HIGH TIME SCHOOLS SET UP ONLINE LIBRARIES THAT STUDENTS CAN ACCESS ANYWHERE AND ANYTIME?
We are in an era where you talk about mobile technology-based library services. YES, I think so. I am a librarian. It is not rocket science. However poor allocation of fund to university libraries in Nigeria has been a major reason why this has not been achieved. But I believe in no distant time, this will be achieved.
HOW CAN WE MINIMISE THE USE OF PAPER IN TEACHERS’ OFFICE AND IMPROVE ON THE EFFECTIVENESS OF RECORD KEEPING?
Most universities today ask students to submit electronic copy of their projects alongside the hard copies. After the electronic copies are properly stored, the hard copies can be done away with. The solution is for a teacher to have a computer and be well educated on electronic records keeping because if he does not have enough training, his records keeping may be worse than when he was dealing with paper records.
THE REALITY OF OUR SOCIETY TODAY IS THAT WE HAVE GRADUATES WHO DO NOT HAVE BASIC UNDERSTANDING OF TECHNOLOGY ASIDE USING SOCIAL MEDIA FOR FUN. DO YOU THINK TECHNOLOGICAL KNOWLEDGE SHOULD BE MANDATORY FOR ALL STUDENTS IN THE UNIVERSITY?
I agree that the curriculum for most courses needs to be updated to be able to take care of the present needs in the labour market. There are different levels of technology education. Some graduates don’t need more than the ability to use simple applications on computers and be able to effectively use their smartphones. Others may need more than that. I think almost all departments in the university have relevant technology courses. There are also general courses on technology. However, the problem is that most undergraduates don’t pay attention to these courses. The issue of personal development also comes to play here. Part of the responsibilities of an undergraduate is to find out employability skills needed in the labour market, get them, and not rely only on knowledge imparted by lecturers.
HOW CAN WE PRODUCE GRADUATES THAT BECOME INVENTORS OF TECHNOLOGY IN OUR COUNTRY RATHER THAN CONSUMERS OF TECHNOLOGY?
By investing heavily in science and technology education not only at the university level but mostly at the level of vocational and technical schools. The environment for invention must also be provided. Presently, that environment is seriously lacking.
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Books
A Chronicle of Community: Tracing the Roots of Amaiyi Igbere
Published
2 days agoon
July 13, 2026
- Book Title: Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community
- Author: By Emmanuel O. Ukandu, P.E.
- Publishers: Intekspress Publishers
- Reviewer: Emeaba O. Emeaba
- Pages: 285
There is a particular kind of historical work that does not begin in an archive but around family compounds, market squares, church yards, streams, and evening conversations. Amaiyi Igbere: A Historical Look Back on Life, People, and Places That Shaped the Community by Emmanuel O. Ukandu belongs to that tradition. It is not merely a local history. It is an act of cultural preservation, an ambitious effort to rescue an entire way of life from the erosion of memory. The book announces that purpose immediately, presenting itself as a historical record of “life, people, and places that shaped the community.”

Ukandu understands something many professional historians sometimes overlook: the disappearance of everyday knowledge is often more permanent than the loss of famous events. Kings, wars, and politicians usually find chroniclers. The names of neighbors, customs surrounding childbirth, wrestling ceremonies, market routines, childhood games, and village footpaths frequently vanish within two generations. His response is encyclopedic. Across eighteen chapters, the author documents everything from family genealogies and village compounds to agricultural practices, religious life, education, folklore, the Nigerian–Biafran War, and changing social values.
Rather than pretending to produce an objective, omniscient history, Ukandu openly defines the book as a “personal history.” He carefully explains the limits of eyewitness testimony while arguing that memory itself deserves preservation. In one of the book’s strongest passages, he writes that:
“What may appear to be a small fragment of history today… may spare them the considerable effort and resources that would otherwise be required to search for traces of what transpired.”
That sentence serves as the philosophical foundation for everything that follows. The author is less interested in constructing grand historical theories than in ensuring that ordinary facts survive.
One of the book’s greatest achievements is its treatment of genealogy. Hundreds of names appear throughout the narrative—not as dry census entries but as participants in a living community. Families are connected across compounds, marriages, occupations, churches, schools, and public service. Future descendants searching for ancestors decades from now may find this volume invaluable. The author’s hope that young readers will build their own family trees transforms the book from history into an invitation for continuing scholarship.
The strongest chapters are those describing daily life before modernization transformed southeastern Nigeria. The discussions of rites of passage, farming seasons, fishing traditions, folklore evenings, marriage customs, health practices, markets, and village maintenance recreate a society whose rhythms depended upon community rather than institutions. The cumulative effect resembles an ethnography written by someone who lived the culture rather than observing it from the outside.
Ukandu also demonstrates how education shaped modern Amaiyi. His accounts of scholarship programs, pioneering teachers, and community leaders reveal how one generation deliberately invested in the next. Particularly memorable is his reflection that:
“Good seeds planted in children at an early age may produce results that last for a very long time.”
That observation quietly becomes one of the book’s central themes. Throughout the narrative, the community advances not through dramatic revolutions but through teachers, mentors, churches, scholarship funds, and families determined to educate their children.
The prose possesses an unusual sincerity. Ukandu rarely writes as though he is attempting a literary flourish. Instead, his voice reflects someone determined not to forget. That straightforwardness gives emotional weight to passages describing migration, the Nigeria–Biafra War, and the gradual disappearance of customs that once organized everyday existence.
Perhaps the book’s most affecting declaration appears near the beginning:
“The material presented in this book constitutes ‘a time window’ on a particular period in the life of the people of Amaiyi Igbere.”
The metaphor is exactly right. Readers are not simply learning dates; they are looking through a window into a vanished social world.
What does the book do less well?
Its greatest strength is also its principal weakness.
The book frequently favors completeness over narrative momentum. Long catalogues of names, family relationships, and community figures provide extraordinary documentary value, but they occasionally interrupt the flow for readers unfamiliar with Amaiyi. A more selective organization—or the addition of supplementary family charts, maps, timelines, and genealogical diagrams—would have made the wealth of information easier to absorb.
Editorially, the work could also benefit from tighter compression. Many anecdotes repeat similar themes, particularly regarding exemplary community leaders and educational pioneers. A more robust synthesis would strengthen the narrative without sacrificing historical content.
There are moments when personal admiration for certain individuals overtakes critical historical distance. Since the author explicitly identifies the volume as a personal history grounded in lived memory, this is understandable. Still, readers seeking extensive engagement with conflicting interpretations, documentary evidence beyond recollection, or broader regional historiography may occasionally wish for more comparative analysis.
Yet these criticisms ultimately reflect the book’s chosen mission rather than its failure. Ukandu is not writing a conventional scholarly monograph. He is preserving communal memory before it disappears.
The result is an important contribution to local African historiography and a reminder that history survives not only in national archives but also in villages whose stories are too often left unwritten. If every community possessed a chronicler as determined as Emmanuel Ukandu, historians of the next century would inherit a far richer record of Africa’s social past.
Amaiyi Igbere demonstrates that preserving memory is itself an act of public service. It stands as both a historical record and a gift to future generations seeking to understand not merely where they came from, but how ordinary people built a community whose legacy deserved to be written before it was forgotten.
This book is available on Amazon (Click on Image).

_________
♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.
- Book Title: FOOD FOR THOUGHT: Nourishing the Soul, One Bite at a Time
- Author: Professor Rev. Dr. Darlington Iheonu I. Ndubuike
- Publishers: WestBow Press.
- Reviewer: Dr Emeaba O. Emeaba
- Pages: 220
In Food for Thought, Darlington Ndubuike transforms the produce aisle into a pulpit, finding in seventy fruits and vegetables a complete theology of the examined life; its trials, its silences, and its unexpected harvests.
Consider, for a moment, the humble prune. Dismissed by most as a geriatric remedy, shriveled and graceless beside its more glamorous neighbors in the produce section, it is not the obvious vehicle for theological meditation. Yet it is precisely here, at the unglamorous end of the fruit bowl, that Professor Rev. Dr. Darlington Iheonu I. Ndubuike begins his ambitious, idiosyncratic, and occasionally arresting book of devotional reflections. “Before it becomes a prune,” he writes, “the plum undergoes a transformation; it is dried, its moisture removed, and its form altered. Though the process may seem like a loss, the prune becomes more concentrated, sweeter, and longer-lasting than the original fruit.” The pruning of the plum becomes, in Ndubuike’s telling, the pruning of the soul; God as Master Gardener, cutting away what comforts in order to cultivate what endures.
This is the central conceit of Food for Thought, and it is one the author pursues with a kind of joyful relentlessness across seventy chapters, each devoted to a different fruit, vegetable, or herb. From peach to peas, from chard to walnut, from kiwi to kale, each item in Ndubuike’s spiritual pantry yields a devotional lesson, a biblical parallel, and an acronymic framework for right living. The book belongs to a long lineage of nature-as-sermon writing; from the medieval Physiologus, which found moral instruction in the habits of real and fantastical animals, to the pastoral homiletics of the American evangelical tradition. But Ndubuike brings to the genre something distinctly his own: an exuberant fondness for wordplay, an autobiographical candor that occasionally startles, and a devotional warmth that persists even when the metaphors strain their seams.
The book’s organizing principle is phonetic rather than botanical. Ndubuike pairs each food with a homophonic or near-homophonic English word or phrase: the peach becomes a meditation on the “pitch,” or the power of words; the kiwi prompts a reflection on “Can we?”—a question of communal possibility and spiritual unity; the walnut, with a brisk semantic pivot, becomes “Worry Not.” The raisin asks us to search for “reason” in the dry seasons of life; the lettuce implores us to “Let Us” choose reconciliation; the cantaloupe reminds us that we “Can’t Elope” from our responsibilities. Some of these puns land with the satisfying click of genuine insight. Others; the beet becoming “beats,” the corn becoming “con;” are more strained, their theological freight arriving at the station considerably ahead of any logical locomotive to carry it. Ndubuike is clearly aware that he is operating in the territory of the playful homily rather than the systematic treatise, and he generally deploys his puns with enough good humor to disarm objection.
What distinguishes Food for Thought from its devotional shelf-mates is the quality of Ndubuike’s autobiographical interjections. In a chapter ostensibly about chard—”charred,” in his reading, as a metaphor for transformation through trial—he pivots without warning into a searing personal memoir: his years as an international student in Houston, the hurricane that destroyed his workplace, the repossessed car, the miles walked before dawn from Stella Link Road to West Belfort, folding newspapers in the back of a pickup truck, shoulder still aching decades later. These passages are written with a plainness and precision that distinguish them sharply from the book’s more ornate homiletical moments. They arrest the reader because they are specific in a way that allegory rarely is; because they insist that the fire he describes is not only figurative. “I had a return ticket,” he writes. “I could have gone home. But I stayed. That was over forty years ago. What felt like the end was actually the beginning.” The chard chapter, in other words, becomes something more than a meditation on resilience; it becomes testimony.
The book’s theological framework is unambiguously evangelical and Protestant, rooted in the conviction that Scripture is the primary lens through which the natural world—and human experience—ought to be interpreted. Ndubuike cites Proverbs, the Psalms, the Pauline epistles, and the Gospels with the ease of long familiarity. His approach to biblical narrative is typological and hortatory: Joseph, Esther, Naomi, Gideon, Abraham, and Ruth appear as recurring figures, their stories pressed into service as analogues for contemporary spiritual dilemmas. This is a deeply traditional mode of Christian preaching, and readers already within that tradition will find the interpretive moves intuitive, even comforting. Those approaching from other perspectives—secular, interfaith, or from within Christianity’s more historically minded wings—may find the hermeneutic at once earnest and occasionally reductive. Ndubuike is not much interested in the ambiguities of biblical narrative, in the gaps and silences that have occupied critical scholarship for a century and a half. He reads for moral and spiritual direction, and he finds it consistently wherever he looks.
Structurally, the book follows a disciplined if somewhat formulaic pattern. Nearly every chapter concludes with an acronym that spells out the chapter’s food—the pecan yields PECAN (Positioned in Christ, Empowered by the Spirit, Called with Purpose, Anchored in Faith, Nourished by Grace); the peach yields PITCH (Pause Before You Speak, Intend to Build, Tell the Truth in Love, Choose Words Carefully, Honor God and Others). These frameworks are designed, one senses, for pedagogical application; for church small groups, Sunday school classes, sermons, and workshops. As pastoral tools, they are admirably efficient. As literary devices, they occasionally impose a tidiness on complexity that the preceding meditation has not quite earned. Life, as Ndubuike himself demonstrates when he is writing from memory rather than from schema, is rarely as categorical as an acronym.
The book’s range is its most impressive quality. In the space of a single volume, Ndubuike moves from modesty and bodily dignity (the citrus chapter’s meditation on “see-throughs” and discretion) to individuality and self-expression (the garlic chapter’s spirited defense of the “Gar-ilk,” those uncommon souls who carry bold presence without apology), from the communal ethics of the kiwi to the eschatological patience of wheat. The chapter on basil is perhaps the most quietly searching in the collection: Ndubuike warns against what he calls “basil living”—a life of safe, flavorless adequacy, the spiritual equivalent of the default herb—and invokes Esau’s sale of his birthright as its scriptural type. The Israelites in the wilderness, longing for the cucumbers and garlic of Egypt even after their miraculous deliverance, are pressed into service here as cautionary archetypes of comfort-seeking and diminished vision.
The final chapter, devoted to peas—peace—arrives with the warmth of a well-prepared meal’s last course. Peas, Ndubuike observes, “grow together in a pod, side by side, close-knit, and in harmony. They don’t compete for space; they share it.” It is a fittingly communal image with which to close a book that is, at its best, an invitation to a shared table; to the practice of attending carefully to the ordinary, of finding in the quotidian not distraction but direction.
Food for Thought is not a book without faults. It is uneven in texture, moving between passages of genuine spiritual depth and others that settle for the pleasant cliché. The acronymic scaffolding, useful as a preaching tool, can feel mechanical when encountered seventy times. And there are moments when the phonetic conceits require a suspension of credulity that the theological argument is not quite strong enough to support. But Ndubuike writes from a place of authentic vocation; he tells his readers, only half in jest, that he cannot cook, and that the Holy Spirit is the true chef of this volume, and that sincerity has a flavor of its own.
For readers willing to receive it on its own terms; as an extended pastoral exercise in finding sacred meaning in the ordinary world, written by a man who has walked miles in the dark and emerged with his faith intact; Food for Thought offers something genuinely nourishing. Ndubuike’s grandfather’s voice can be heard throughout: in the dedication to his grandson Lennox, he sets the book as “a table I’ve set with care, each page a dish seasoned with reflection, truth, and love.” That is, in the end, exactly what it is.
This book is available on Amazon (Click on Image).
_________
♦ Dr. Emeaba, the author of “A Dictionary of Literature,” writes dime novels in the style of the Onitsha Market Literature sub-genre.
Column
From Noise to Votes: Nigerian Youth Must Turn Online Fire into Electoral Power
Published
1 month agoon
June 1, 2026
Young Nigerians have shown a remarkable ability to create waves in the digital space. With a single click, they can expose a politician’s corruption, rally tens of thousands of supporters behind a single hashtag, and keep every political actor on edge from dawn until dusk. However, as the 2027 general elections draw closer, it is time to face an uncomfortable truth: loud online noise isn’t the same as real power in the political sphere. If Nigerian youth wish to get the best possible leadership from their nation’s leaders, they need to take their online activity offline (i.e., to places where actual democracy occurs) and start showing up to cast votes.

There is simply too much evidence to ignore that this needs to occur. Nigeria is a young country demographically. Together, Gen Z and Millennials comprise approximately half of the total population—50.1 percent—according to IntelPoint. Gen Z makes up 25.8 percent and Millennials account for 24.3 percent. When we consider Gen Alpha, the percentage rises to 85.7% of the population under 44. According to ActionAid Nigeria, more than 60% of Nigeria’s population is under 30. According to Afrobarometer, Nigeria has a median age of 18.1 years, and 58% of its population is aged 0-29. Therefore, Nigeria isn’t merely a young country; it is a country dominated by young people.
Based on this information, this dominant demographic should wield considerable political influence. Unfortunately, there often appears to be little correlation between these statistics and political influence. The contrast is striking. While a majority of Nigeria’s population is young, there remains a significant gap between how influential young people are politically and how influential they could be. This lack of influence is not due to a lack of ability among young people; rather, it stems from many young people stopping short of completing what is often called the “civic journey,” which involves moving from awareness to action. They consume politics, engage in political debate on social media, participate in meme politics, and express frustration with politics through social media rants; however, many young people still fail to register to vote (PVCs) or participate in elections in sufficient numbers to affect the outcome.
This disparity is important because youth dissatisfaction is far from abstract. More than 23% of Nigerian youth report being unemployed or seeking employment, according to Afrobarometer. Additionally, more than two-thirds of youth aged 18 to 35 report having some form of postsecondary or secondary-level education. Despite Nigeria ranking among the lowest in providing employment and opportunities for youth, and despite identifying high costs of living, unemployment, crime and security concerns, poverty, poor economic management practices, and insufficient access to electricity as the top five issues requiring immediate attention from government officials, youth dissatisfaction cannot be considered indifferent. Rather, youth dissatisfaction reflects citizens’ grievances and legitimate reasons to be deeply interested in who governs their country.
However, mere interest alone will not suffice. Democracy does not reward passion without participation. A young person can identify every weakness inherent in a political system; however, unless that person participates by casting a vote, they will remain a spectator to their own future. If you are mature enough to understand concepts such as inflation, insecurity, broken campaign promises, unemployment rates, and poorly managed governance systems, you are mature enough to accept responsibility for your role in creating solutions to those problems. That responsibility begins with voting.
In addition to continuing to use social media to raise awareness of voter registration, election knowledge, fact-checking mechanisms used during elections, and peaceful participation methods, social media can also serve as a vehicle for facilitating the transition from social media activism to actual civic engagement. Young Nigerians should leverage their social media presence to encourage voter registration, promote election literacy programs, provide fact-checking services to counter election misinformation, and advocate for nonviolent participation throughout the electoral cycle. They should convert their social media timelines into civic classrooms. Where can I find the information I need about voter registration processes? Where is my assigned polling station located? Where do I receive my Permanent Voter Card? How do I protect myself from spreading misinformation? How do I properly monitor election results? These are not dull topics; they represent essential tools required for surviving democracy.
Youth organizations, creators, and social media entities can also help facilitate offline civic engagement. Use your WhatsApp groups to alert others as registration deadlines approach. Use X Spaces and Instagram Live to focus on discussing relevant issues rather than hurling insults. Use TikTok to simplify the voting process. Use Facebook to motivate family members and first-time voters to participate in elections. Use whatever platforms are available to make civic obligation contagious. Nigeria’s youth have shown they can create viral content. Now they must begin to generate participation on a viral scale.
One of the most damaging myths in Nigerian politics is that “your vote doesn’t matter.” It is a self-fulfilling prophecy that only serves the interests of cynics, crooks, and machines whose success depends solely on low turnout. Yes, Nigeria’s electoral process has flaws. Yes, there have been numerous disappointments. However, the response to a flawed democracy is not abandonment; it is increased participation. By staying home on Election Day, youth essentially give their votes — and therefore control — directly to the very same groups they loathe.
Another mythological excuse for the youth’s failure to vote in Nigeria is the claim that “all politicians are alike.” No — they’re not all the same. While some politicians are inept, others are corrupt, and others exhibit both characteristics, democracy is not about seeking holy men or women; it is about making selections and enforcing accountability. An individual who refuses to make a selection for office because none of the options appear acceptable is ultimately selecting the candidate most likely to emerge victorious by default.
Nigeria’s youth already constitute the country’s largest demographic group. It is time for them to become its strongest democratic force as well. However, that will not be achieved by trending hashtags alone. Instead, it will be achieved when online energy is harnessed and directed toward political organization, civic education, voter registration, increasing voter turnout, and holding elected representatives accountable after elections.
The 2023 election saw remarkable youth participation but lacked follow-up. Therefore, the 2027 election should not produce another generation of disillusioned observers; instead, it should yield a new generation of participatory citizens. Let online flames ignite electoral power. Let debates become ballots. Let criticism evolve into participation. If Nigerian youth can dominate social media, they can also dominate democracy. The future will not be handed to them in a retweet. They must elect it into existence.
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♦ Chris Ulasi is on the Editorial Board of The West African Pilot News. He contributes stories about culture and tradition, elite politics, ethnicity and national integration, civil society, and social movement. He is a university professor, community builder, poet, film producer, recording the emergent Nollywood cultural history through film.
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