Fostering Equal Education in Nigeria: A Reflection of LGBTIQ+ Rights

Fostering Equal Education in Nigeria: A Reflection of LGBTIQ+ Rights

DOI: 10.4018/978-1-6684-8243-8.ch012
(Individual Chapters)
No Current Special Offers


This study aimed at advocating for equal right to education to all beneficiaries irrespective of variant sexual orientations and gender identities. Though the philosophy of Nigerian education has inclusive education at its centre, stakeholders at learning centres have turned against integrating LGBTIQ+ individuals to the mainstream of educational system. The study adopted discuss analytical method and data were analyzed through a wide range of sources like documented interviews/school plans, commentaries, books from library, and relevant websites. The research findings showed that variant sex orientation and identities constitute a core part in which some people are denied the right to education. The study concluded that access to education is a fundamental right which should be guarded judiciously.
Chapter Preview


Discriminating the LGBTIQ+ individuals against the mainstream of education in Nigeria remains a mockery to the country’s national image on principles of fundamental human rights. Both the emerging awareness of the legal acceptance of anti-same sex intimacy and the philosophy of education in Nigeria cause the LGBTIQ+ individuals to neither secure nor receive equal treatment in matters of education. The right of the LGBTIQ+ individuals to access educational systems in Nigeria has been limited on the charge that the concerned individuals are sick while the practice is unconventional disrupting the religious cum natural order (Usman & Ewere, 2013; Onuche, 2013). It assumes a culture to subjugate, mock and treat with disdain LGBTIQ+ individuals. The acronym LGBTIQ+ that represents lesbian, gay, bisexual, transgender, intersex, queer (questioning) and asexual (agender) depicts people of variant sexual orientations and gender identities outside the conventional union of man and woman and, the genetic and fixed set of sexual categories (Umunakwe, 2023). This as a symbol strengthens, not weakens the gay and lesbian rights but also individual’s right to determine sexual identities. However, the Nigerian cultural approach towards the LGBTIQ+ individuals affect them from accessing their rights especially right to education.

Right to education remains a proven aspect of fundamental human right legally given to every citizen of each state. It is reflected in international treaties and policies of which Human Rights Committee Charters encourage member-states to adopt and implement principles of non-discrimination, equality before the law and equal protection of the law. Right to education is contentious because ‘right’ as a concept can be expressed diversely depending on the situation. For example, in the language of law, the sense of right might mean moral, ethical entitlements conferred and exercised as framed by the custodian of a law (government). By this, it is a legitimate claim that a person X makes, or presses, upon another person Y that: (i) constrain the fashion in which Y may permissibly treat X, and (ii) entail correlative obligations on the part of X. Hence, right to education connotes an inclusive education by each citizen of the country irrespective of the variant sexual and gender identities can enjoy right to education provided that the constitution sanctions such system of education.

Education is the process of learning to be conscious of self-knowledge. Ogwora et al. (2013) insist that an individual realizes themself as ‘a knowing being’’ through the systems of education. By this, to be educated is to understand oneself and also comprehend truth in its totality. Further, Namanyane and Md-Mirajur (2021) submit that education involves the systematic procedure in training new set of individuals who are capable and ready to participate in civic life. It is an acquired tool that enhances human intelligence – scientific/analytic skills and affect also human behaviour. No wonder Amaele (2011) expresses education as the total development of the individual child through acceptable methods and techniques according to their abilities and interests to meet up the needs of the society. This shows that education stimulates development by linking the process of human social production experience guided by the mode of acquiring knowledge with formal, informal and semi-formal strategies. Based on this, Igbuzor (2006) insists that education is a human right needed by every sentient being because they are rational. Education, however, is inclusive targeting on skill developments. Developed societies according to history survive today because of the practice of inclusive education. Countries like Great Britain and the United States make education to be free with the goal of achieving self-realization, critical thoughts, curious minds, growth mindsets, innovative minds which cause self-reliance, social/cultural reconstructions and economic development (Uwaifo & Uddin, 2009). Individuals who are creatively autonomous, scientifically trained, logical skilled become the pilot of societal affairs. Education becomes the best legacy a country can offer to her citizen that will have quite serious impact on the future development of the society. By this, underdeveloped countries could become developed if they should practice in inclusive education. It is on this that the study argues that LGBTIQ+ individuals like other humans are instrumental for societal development as such they have right to education. Significantly, every education process in Nigeria should shun cultural dictates and follow the philosophy of Nigerian education.

Key Terms in this Chapter

Cisgender: A person whose gender identity matches that society regards as appropriate to their sex. By this, it depicts someone who is not transgender.

Sociocultural Theory: This is also known as social cultural-historical theory is a psychological and educational framework that depicts simply the role of social interaction, cultural practices, and historical context in shaping human development and learning. Sociocultural theory was developed by the Russian psychologist Lev Vygotsky in the early 20 th century.

Sex: It is typically categorized as male or female based on biological and physical attributes such as reproductive organs, chromosomes, and hormones, gender is a more complex and multifaceted concept.

Discrimination: The unfair or unequal treatment of individuals or groups based on certain characteristics, such as race, gender, age, religion, disability, sexual orientation, or other protected attributes. It also means the act of treating someone less favorably or denying them opportunities, rights, or privileges based on these characteristics.

Homosexuality: This refers to sexual or romantic attraction, sexual behavior, or sexual orientation between individuals of the same sex. It is a natural variation of human sexuality and is commonly used to describe individuals who are attracted to people of their own gender.

Rational: Rationality is simply the quality of being reasonable, logical, and based on sound judgment. It is the ability to think, reason, and make decisions using evidence, facts, and clear thinking rather than being swayed by emotions, biases, or irrational beliefs.

Gender: The social and cultural roles, behaviors, activities, expectations, and identities that society assigns to individuals based on their sex.

Complete Chapter List

Search this Book: