The Pieces of Wakini I Picked

It is strange to build a strong bond and friendship with someone you haven’t met physically. Wakini was such a magnet. She attracted me. She was lively and witty on our Writers Space Africa group. We had a few exchanges and we inevitably starting private communication. Then we extended the friendship and communication across social media channels. Our chats were very lively and fun. We talked about our art, culture and work. She could make fun out of every situation.

Anthony Onugba gave a challenge for people to pair and write a children’s story. Wakini was first on my mind. She was excited and we teamed up with Nahida Esmail. The legend of “Ekpu The Brave Rat” was born.

She was quick in swinging into action. I can’t remember the time frame, but she got us the first draft in less than a week. That became our adrenaline shot. Nahida and I took turns in fleshing up the work. We were like three sculptors working on a masterpiece. Each with different tools carving, filling and smoothing out the piece. When we wanned in energy, Wakini was our caffeine boost.

It was like we were in a residency room. The energy and fun was contagious. I didn’t think much of the work at the beginning. It was just one of those Writing assignments the PenBoss put us up to. However Wakini was a spear pointed at my back. I remember when we talked about how the story would end. We had arrived at a creativity cul de sac. Wakini gave me an opening. “Have you read the story to the kids in your class?” She texted one morning. Walla! That was it!

I had a class reading and the feedback illuminated our path. The conclusion was there at last. She reworked the draft and edited. Then Nahida put the glossing on the sculpture. We were good to go. The African Writers Conference was coming up in September 2019. That was a good place to present our jewel to the world. Nahida had been kind enough to arrange for the beautiful illustrations to compliment our story. We had it all laid out. Wakini was excited. We all looked forward to a new book for African children.

There were times when she stalled in getting back to me on messages. I was sometimes frustrated and felt heartbroken. She could sense it. She opened up to me on her health condition. She told me of the pains she endured while typing. Guilt struck my heart. I prayed for her. Then she told me the good news. Her doctors had discovered a new therapy for rhumathoid athritis. She was in high spirits.

“Don’t worry when you come to Kenya, I have a place for you to stay.” She couldn’t wait for AWC to come. We made plans of things to do and places to see. I longed for Kenya. I longed to see Wakini. When she couldn’t make it to Abuja for the the first African Writers Conference, I was pained. I kept her updated on the proceedings. She posted on Social media like we were together in Abuja. She felt bad missing out. I sent consolation gifts to her. She said, the best gift she would get was meeting me in Kenya. I was ready to make the gift available.

She put in her body and soul to the planning of the African Writers Conference in Kenya. She ensured that her dad would pick us up from the airport. Her enthusiasm was contagious on the planning committee group. It was going to be one big reunion in Nairobi.

I never saw it coming, like rainstorms in harmattan. I saw Nahida’s message on our book project group: “Wakini Why?” Something in that line. I thought Wakini had done something wrong. I tried to meditate. The bombshell was dropped on me. I won’t be seeing Wakini in Kenya. I didn’t have a good day in class that day. Even the kids noticed. It was like a piece of me was gone.

Wakini was a trained journalist. She graduated from St Paul’s University in 2016 hoping to throw her hat into the ring of journalism, her lifetime passion. Arthritis backpedalled her desire to some extent but her legacy lives on. She is alive in her words and our memories. In her honour the African Writers Development Trust has instituted the “Wakini Award for African Literature” which recognises the best writer in Children’s Literature in Africa.

Wakini lives on.

Wakini Lives On

IMA Seke Di

In a bid to develop my writting in my native tongue, I wrote a poem in Ibibio language.
It was really difficult getting poetic devices into a language I don’t have a strong grasp of. FYI I write it better than I speak it.

Ima Seke di«

Idem nyin ete nte idung Iba
Emi e wanna nwana
Ndian idem nyin eyem
Yak Inyang mmi asangha ke isong afo
Yak ntan isong mfo a were ke ibene mmi

Mbubre eyo amadi
Ntanta-offiong Aya yama ke idem iba
Nyin e were ke oyong mmong ntan
E Wong ikang aworode ke esin
Ubak usen e Mana e tongho uwana

Translation
Our bodies are like two lands
Fighting each other
Amalgamation is what we need
Let my Rivers flow over your land
Let your soil roll over my walls

When night falls
The stars shines on two bodies
As we roll on watery sand
And drink fire coming from our loins
In the morning we fight again

Beyonce the Sheep: A Tale of Grazing Glamour

Namse Udosen

As we strolled through the sheep pasture at Birling Gap, the picturesque scene was alive with the gentle presence of hundreds of fluffy, woolly creatures dotting the vibrant greenery. The majesty of the Seven Sisters Cliff loomed in the background, a natural wonder that left us in awe.Despite the breathtaking beauty surrounding us, some of our hiking party members began to voice concerns about our safety. Whispers of uncertainty floated among us, mingling with the stories shared by our South African companions about the harsh realities of large white-owned farms in Durban, where those with different skin tones risked their lives merely by setting foot on the land. Reassurances that our path was, in fact, a public space clashed with stories of trespassers meeting tragic ends.Our steps faltered, uncertain of where to go in this mingling of caution and curiosity. However, another diversion emerged as the group considered the difficulties associated with land access and ownership: the sheep contentedly grazing in the meadow. Drawn to the quiet beauty of the pasture, their presence captivated the group, and jokes and laughter flooded the air.And then, right before our eyes, something unexpectedly delightful happened.

One sheep in particular stood out from the rest of the flock, a picture of fluffy elegance in the brilliant Eastbourne sun. She walked to the middle of the path with an almost royal grace, grabbing attention at every turn. This sheep was no typical farm animal—she was a real diva—and at first, her actions were misinterpreted as a defensive gesture. She cocked her head and spun around, enjoying the attention of her audience and basking in the spotlight. The baby was indeed in full red-carpet mode, embracing the limelight with a flair that mesmerised us all.We called her Beyoncé because she possessed a star quality that was beyond species in that fleeting moment of unexpected glitz and charm. A sheep, showing off such confidence and showmanship, who would have guessed? Beyonce’s brief but incredible performance stuck in our minds as we traveled further, serving as a whimsical reminder that genius and beauty can come as a complete surprise to us anywhere, even in the woolly embrace of a sheep.

Reframing Education for Peacebuilding

UNESCO has dedicated January 24, 2024, as the International Day of Education to combat hate speech. This decision highlights the crucial role that education and educators play in fighting against hate speech. The harmful phenomenon that has been on the rise, particularly on social media platforms, is causing a significant negative impact on the unity of our societies. The spread of misinformation, hate speech, and propaganda has led to the polarization of communities, eroding the trust and empathy that hold societies together. This, in turn, has fueled the rise of intolerance, discrimination, and violence, which are posing a grave threat to the peaceful coexistence of diverse groups of people. Addressing this phenomenon and promoting responsible behaviour online is essential to strengthening the bonds of unity among individuals and communities. However, there is a need to expand the conversation about education beyond being a buzzword in development discourse. 

As a student pursuing studies in International Education and Development at the University of Sussex, I have encountered a profound realisation that the prevailing discourse often constrains the definition of education to formal Western-style pedagogy, overlooking the rich diversity of educational paradigms and the clash of ideologies that underpin educational systems worldwide. In light of this, a pertinent question arises: can education, within its current framing, genuinely serve as a herald of peace?

The global landscape of education is deeply entrenched in a clash of ideologies embroiled in a perpetual struggle between competing paradigms, from modernisation theories to neoliberalism’s pervasive influence. The imposition of Western-centric models of education as the epitome of knowledge acquisition and societal progress eclipses the rich diversity of educational traditions, indigenous wisdom, and alternative modes of learning that thrive across different cultures and regions. As one practically involved in non-formal education systems in Kaduna, Nigeria, I see loads of knowledge that could benefit society thrown away in a bid to appeal to Western ideologies. This reductionist approach marginalises non-Western educational systems and perpetuates a homogenised and hegemonic view of education, impeding the potential for inclusive and harmonious educational frameworks. The commodification of education under neoliberalism has created an inequitable system driven by market agendas. This neoliberal onslaught has commodified education into a transactional commodity, robbing it of its transformative and emancipatory potential and exacerbating social disparities in access to quality education. In many non-western countries, including Nigeria, it is not uncommon for educational administrators to inadvertently create an education system that caters only to the elite. This can happen due to various reasons, such as limited resources, lack of access to education for marginalised groups, or a focus on academic excellence at the expense of inclusivity. Unfortunately, this means that many students from disadvantaged backgrounds are left behind, unable to access the same opportunities as their more privileged peers. As a result, educators and policymakers must work towards creating a more equitable education system accessible to all, regardless of socio-economic status or other factors.

In this context, it is clear that the current framing of education, dominated by Western-centric ideologies and neoliberal agendas, presents significant obstacles to its ability to promote peace. By perpetuating hegemonic narratives and homogenising diverse educational traditions, mainstream scholarly discourse inadvertently marginalises and alienates non-Western educational systems, thereby hindering the realisation of a genuinely inclusive and peaceful educational landscape.

However, amidst these complexities and challenges, there exists an opportunity for transformative change. Education, when emancipated from the shackles of hegemonic paradigms and neoliberal commodification, possesses the potential to foster peace and inclusivity. By respecting and incorporating diverse educational backgrounds and practices, we can create a more comprehensive and inclusive learning experience that values indigenous wisdom. Education can transcend its current framing by elevating diverse learning modes to become a catalyst for social cohesion, intercultural understanding, and sustainable peace.

To this end, education should be reconceptualized as a dynamic process rooted in cultural diversity, intercultural dialogue, and mutual understanding. This entails an earnest commitment to decolonize educational curricula, amplify marginalised voices, and nurture a pedagogical approach that celebrates pluralism and promotes critical consciousness. Furthermore, an equitable and accessible educational ecosystem, devoid of neoliberal market pressures, must ensure that education becomes a unifying force that transcends social divisions and prejudices, fostering a culture of empathy, tolerance, and respect.

In conclusion, the International Day of Education serves as a poignant reminder of the indispensable role of education and educators in countering hate speech and nurturing peaceful societies. While the clash of ideologies and the neoliberal commodification of education present formidable challenges, the potential for transformative change lies in emancipating education from hegemonic paradigms and embracing inclusive, culturally diverse, and equitable educational frameworks. By doing so, education can transcend its current framing and emerge as a potent force for peace, fostering a world where diversity is celebrated, dialogue is embraced, and knowledge is a universal instrument of harmony.

The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.Martin Luther King Jnr

Namse Udosen

Chevening Scholar

School Of Education and Social Works

University of Sussex

namse.udosen@gmail.com

he Dance with Lady Chevening: A Journey from Dread to Triumph”

Literacy advocacy in Karji Kaduna.

EMAPP Storms Calabar for Maiden Conference on Funding Architecture for Nigerian Educational System

Education Management and Policy Publishing (EMAPP), in collaboration with the Education Managers and Policy Researchers (EMAPR) University of Calabar, is set to hold its first national conference on the theme “Funding Architecture for Nigeria Educational System.”

The Nigerian educational system is in dire need of funding. The government’s current spending on education is woefully inadequate, and this has led to a decline in the quality of education. An academic conference on funding architecture for the Nigerian educational system would be an important opportunity to discuss this issue and to develop new ideas for how to improve the funding of education in Nigeria.
The conference would bring together experts from a variety of fields, including education, finance, and policy. This would allow for a wide-ranging discussion of the issue and the development of innovative solutions.

The conference would also provide a platform for stakeholders to share their experiences and develop a common vision for the future of education in Nigeria.

An academic conference on funding architecture for the Nigerian educational system would be an important step towards improving the quality of education in Nigeria. It would provide an opportunity to discuss the issue in depth, develop new ideas, and build a consensus on how to move forward.
Here are some of the specific reasons why it is important to have an academic conference on funding architecture for the Nigerian educational system:

• To raise awareness of the issue of funding for education in Nigeria.
• To discuss the different funding models that have been used in other countries.
• To develop new ideas for how to improve the funding of education in Nigeria.
• To build a consensus on the way forward.
  The conference would be an important opportunity to bring together stakeholders from all sectors of society to discuss this important issue. It would be a chance to share ideas, build relationships, and work towards a common goal: improving the quality of education in Nigeria.
  The conference will take place at the International Conference Center of the University of Calabar from Saturday, August 1 to Wednesday, August 4, 2023.
  The keynote speaker will be Prof. Victor O. Igbineweka, a renowned academic and former Director of the Entrepreneurial Centre, University of Benin. Other guest speakers include the Chairman of ASUU, University of Calabar, Dr John Edor, and Paul Okpe of the Federal Ministry of Education, Abuja.
  The conference will feature paper presentations by leading experts in the field of education policy and management. The Vice Chancellor of the University of Calabar, Prof. Florence Obi, will serve as host.

Other side attractions expected from the conference include the conferment of the Leadership Achievement Award and Distinguished Leadership and Policy Award of fellowship.
The conference is open to the university community, the general public, captains of industries, researchers, political class, corporate organizations, institutions of learning, and government bureaucrats.

Namse Udosen

Almara Releases Amang Goes to the Village

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International Day of Education: Shifting the Tides

Education reforms in Nigeria are of paramount importance. The country is undergoing a period of rapid change and the need for individuals to be educated is greater than ever before. But in order to make education more accessible, the reforms must be directed towards providing a better quality of education.

Quality education can be defined as education fit for purpose. An education that is functional and productive.

In order to ensure that all Nigerians have access to quality education, there needs to be a significant improvement in infrastructure. This would mean building new schools in places where there are currently none, as well as improving existing schools so that they function more effectively. It also means providing teachers with the materials needed for their classes so that they can teach properly and engage students fully in learning activities.

Furthermore, there needs to be an increase in funding for educational institutions from both the government and private sector so that they can improve their facilities while providing better services at an affordable price point for families across the country.

Lastly, parents must become involved with their children’s education because most Nigerian parents do not have much knowledge about how schools operate or what students need during their time away from home on weekends or holidays. Education reforms must take into account these facts so that parents will understand what they should expect from their children’s schoolwork daily.

Namse Udosen

Kaduna, 2023

Literacy day: Group distributes books, sensitize residents in Kaduna

Development Diary

By Philip Yatai

The Tanar Educational Consultancy in collaboration with SDGs Initiative, Nasta Foni and Wonder Woman Nigeria, on Saturday distributed books to children as part of efforts to promote literacy among children.

The books were distributed after a walk tagged, “Walk for Literacy” from Karji Junction along Patrick Yakowa Way to public Primary School Karji in Kaduna, sensitising residents on the importance of literacy.

Mr Namse Udosen, Founder, Tanar Educational Constancy, explained during the event that the distribution of the books and the walk was to commemorate the 2022 International Literacy Day.

Udosen said that this year’s celebration with the theme, “Transforming Literacy Learning Spaces” would help inform people of the importance of literacy and learning spaces.

According to him, the event was organised to advocate for inclusive education for all and the need for communities to be more proactive in developing a literate community.

He called on the…

View original post 447 more words

International Literacy Day: NGO Begins Awareness Walk In Kaduna Tomorrow

Transforming Literacy Learning Spaces

By Namse Peter Udosen

Namse Udosen

UNESCO has declared the theme for this year’s International literacy day. It is interesting to explore the dimensions of the transformation possible within our schools and other places where children learn. Let’s talk for a walk, examining the different existing literacy learning spaces (classroom, family, workplace, communities, online) and their various interconnections to facilitate learning pathways and build resilience.
The home is the first learning space for any child. Children pick up pieces of vocabulary from everyday conversations. They observe the reading habits of parents and those in the household. Their innate curiosity is built from the environment provided at home. The home is the foundation of literacy development. The school builds on the foundation laid from home. The classroom is a remedial space. It builds on a foundation laid with different types of blocks. While individual homes are usually homogeneous in orientation, the classroom is a bed of diversity. The home, classroom and community are a network of learning spaces that need transformation for literacy development in a modern age.

In the past, literacy centres were developed based on theory rather than research. Literacy and language arts learning spaces were often designed without consideration for how students learn best. Teachers created their versions, and many schools built these places from scratch. Today, however, we have access to a wealth of literature that proves effective ways to build learning environments for children. Research shows that visual information processing is highly conducive to learning while auditory processing is not. Students who have access to visuals benefit from this type of learning environment.

Why Transform?

Children with disabilities and low-income families have fewer opportunities to participate in educational programs. Schools are beginning to incorporate inclusive practices that make sure everyone’s voice is heard. The first step in transforming literacy learning spaces is taking inventory of what already exists. What are some of the components of your current space? Do they promote learning? Is there ample access to technology? Are students engaged in meaningful tasks? If not, why not? There may be many reasons; maybe the room is small, maybe the teachers aren’t trained to use the space effectively, or perhaps the school doesn’t have enough money to fund additional programs or equipment. Whatever the case may be, we need to start looking at our existing spaces and begin making changes to improve them. Parents, teachers and community members need to think creatively, engage critically and mobilize to take advantage of the little spaces available. Books, posters, art and other resources should be strategically available to stimulate learning in children.

Who Needs Help?
The second step in transformational change is identifying who needs help. After doing an initial survey of the space, look around and find out where the greatest need is. Maybe the kids who struggle in math don’t have a place to do their homework. Perhaps the kids who love reading are isolated in the library. Maybe the kids who enjoy art are kept in a tiny classroom. By identifying these places of need in your building, you can begin to make changes and implement solutions to address those specific problems.

How Can I Make Changes?
As a teacher, you can make changes by reorganizing your classroom. Make provision for a class library that encourages children to read in their free time. Use posters that show basic sight words, science and other vocabulary development words. Be open to improvisation. Pupils and students can also be part of the process.
Parents should also create reading spaces and encourage the use of digital resources at home. Reading spaces should be free from distractions. It could be outdoors for people living in small houses. It could a converted and flexible space. For example, the parlour could becoming a reading space during certain times of the day.
Community spaces like churches, mosques, town halls etc could also be used as literacy learning spaces.
Now that you understand the basic steps involved in transforming literacy learning spaces, it’s time to figure out exactly who will be doing what. Take stock of how much experience each person in your team has.
What Tools are Needed?
As you think about your plan, you should also be thinking about what tools you might need to pull off the transformation successfully. Depending on the type of space you’re trying to transform, you may digital or physical tools. Digital tools include laptops, apps, phones and software. There is a lot of fear about online security but gladly there are it’s of tools available offline for literacy development. Examples include Jolly Phonics, African Story Teller, Book Dash.
The transformation of physical spaces include making bookshelves available, colourful classrooms, classrooms with murals, wall charts at home or in school.

Schools Districts and Communities need to develop clear policies around literacy and language arts learning spaces. As a parent, you can advocate on behalf of your child by asking questions about what is being done in school. You can also work with teachers and administrators to create a space where all learners feel valued.
We know that learning spaces matter. We know that they should be accessible. But we don’t always understand the best way to design them.

So let’s talk about it!

Walk 4 Literacy

Family Meeting

This essay was first published in Ake Review in 2021

Ake Review 2021

Namse Udosen

We lay on raffia mats, waving cardboards, exercise books and plastic plate covers over our sweaty bodies. The world cup draws was on the plate for consumption. Nigeria had been drawn together with Argentina and England.
“We will beat Sweden and manage a draw with England”, Anom was very confident.
The air was thick with our voices, as permutated the games. The beep of dad’s phone sliced through our boisterous conversations.
“It’s uncle Nse from London!” A burst of excitement enveloped us. We hunched forward, almost like we wanted to get into the phone and hug Uncle Nse. Uncle the other cousins are here oh! He put the phone on speaker mode.
“Ndito ete, abadie?” “How are you my children?” His Ibibio was sweet and flawless.
Uncle we are fine! We chorused in English.
Uncle Nse had lived in London for over thirty years yet his Ibibio never left his tongue. He wondered why we always spoke English to him whenever he called. He was not alone. Most relatives who visited us turned up their noses at our spoken Ibibio. How can children with excellent Ibibio speaking parents have such terrible command of the language?
Unfortunately the generation of our parents have not come to grips with the variance between the homogenous community they suckled in and our multi-cultural present abodes. I wonder how they lost track of their economic emancipation sojourns from the homeland to cities far away. The journey that has produced these “foreign” children.
Our conversation turned to the world cup draws. In a moment of mischief, I asked him who he would support when the Super Eagles took on the Three Lions. He scuffed and told us his family dilemma. He always supports Nigeria but all his sons were rooting for England.
“That’s not patriotic!” One of us yelled into the speaker.
There was a silence that accompanied the crackle of static waves.
“My sons are very patriotic British lads.”
The irony of the statement is bang on my mind. It floods me with questions. How can sons of an Ibibio, Nigerian, and African be patriotic British lads? Uncle Nse never turned his back on his Ibibio or African heritage. He spoke better Ibibio than all of us who has lived in Nigeria all our lives. He had for years hammered on our parents to make us speak the language. Now he is telling us his sons are patriotic British lads.
I and my siblings were born and raised in Lagos. We lived in a compound with four flats of three different ethnicities. I went to schools with children from diverse backgrounds. I was fed with content from different continents. Tupac, Nas, Wutang Clan were my hommies. I drank from cups of mixed liquor daily, there is no way I would belch in Ibibio like my father.
Time rolls me into a different space. I also question my identity? Am I Ibibio or Nigeria or African? Can I be all three or more? I have melted into a world of experiences that makes my concept of identity more complex than that of my parents’ generation. My younger brother has a child and we adorn our finest garments to name him.
His name is ‘Zichat’!
Uncles and aunties don’t get it. Dad is furious. “What kind of name is that?”
My brother decided to name his son after a childhood friend from Kaduna. He argues that the child’s identity is within him. It’s a difficult ball of eba to push down the gullet for daddy and his brothers. I remind them that if they can have a nephew named Inyang who is British, they should be cool with having a grandson named Zichat that is Ibibio.
They rant about how the children are losing it. Uncle Udoh laments about his son abandoning the family hotel business for a career in digital content creation. Aunty Ukeme whips out her phone and fumbles with the buttons. I stifle a giggle.
“My brothers, my problem is with Adiaha Nmi (my first daughter). She and her husband are putting their naked pictures on the internet, look here”, she waves her phone in their faces.
“Aunty, they are not nude na!” I smile at the images of my cousin in beach wear.
They filled the air in the compound with clichés and rhetoric of bad behaviours spanning; social media use, weak husbands, lazy wives digital careers, nudity and me.
Dad reminds me of my ‘Lebanese’ friend, Antanios, who always got knocks when he turns down momsie’s delicious Afang soup because he is a vegetarian. He rubs it in my face that the white boy claims to be Nigerian.

“How can he be Nigerian but does not eat swallow and meat? How can a white man be an African or Nigerian?”
My aunties and uncles laugh.
I tell them the world does not revolve around their prejudices and how my friend speaks Yoruba and Pidgin English fluently. He knows more Nigerian villages than most all of them combined. To Uncle Udoh, I break down the earnings of a digital content creator. I peel the layers of coding, programming and digital products creation. He still doesn’t get why his son would make more money from that than from running his run down hotel.
It’s a recurring debate that never goes away. Anytime the family gathers for an event, we go through the motions of how the world has evolved from their time. It usually ends with “so that is why you don’t want to marry?”
That’s the cue to take the sparing to the next level. They shut their minds to my emotional and financial instability for marriage explanations.
“At your age, you should be married. Are you not a man?”
After years of battle, I have decided not to pay heed to their shenanigans. The family meetings are merry-go-round trips of discordance.