IMPLICATIONS OF CONFLICT PARADIGM ON THE EMPOWERMENT OF ADULT LEARNERS IN RURAL COMMUNITIES IN NIGERIA
Abstract
This study looks at how the conflict paradigm affects adult learners'
empowerment in Nigerian rural areas. The conflict paradigm, which has its
roots in Marxian sociology, sees society as being marked by power struggles,
inequality, and competitiveness, all of which have an impact on educational
achievements and access. Adult learners in rural Nigeria frequently encounter
systemic obstacles that limit their chances for empowerment, including
poverty, gender inequity, cultural norms, and a lack of government assistance.
The study emphasizes how adult education can be a place of contestation as
well as a tool for emancipation by utilizing the conflict paradigm. On the one
hand, it highlights how unequal distribution of chances and resources can
cause educational systems to perpetuate social inequality. However, it also
highlights how adult education may change lives by increasing critical
consciousness, encouraging group action, and enhancing social and economic
involvement skills. The paper concludes that conflict paradigm remains highly
relevant in understanding empowerment through adult education. By
foregrounding issues of inequality, class struggle, and power, it provides a
critical lens for examining how adult education can either entrench existing
disparities or serve as a platform for transformation.
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Published in HEZEKIAH UNIVERSITY JOURNAL OF HUMANITIES & EDUCATION
ISSN: 917-36977
This article appears in our peer-reviewed academic journal
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