Nigerian textbooks are inconsistent in their presentation of Jews, with some promoting respect and coexistence and others promoting deeply problematic stereotypes, according to a new report on Nigerian education by IMPACT-se (Institute for Monitoring Peace and Cultural Tolerance in School Education).
The report, which was released on Thursday, examined more than 40 state-approved Nigerian textbooks for Grades 1-12, including Civic Studies, Social Studies, History, Islamic Studies, Christian Religious Studies, English, and Mathematics.
It explored the representation of Jews and Israel, as well as the presentations of peace and democracy, attitude toward the other, and women and gender, and then compared them with UNESCO standards.
Nigeria is Africa’s most populous country, with more than 236 million people, and it is very diverse, with more than 250 ethnic groups, the report said. The largest of these are the Hausa-Fulani, Yoruba, and Igbo.
Alongside English (the official language), Hausa, Yoruba, and Igbo are widely spoken, and there are also about 500 other languages nationwide.
Nigeria is split between Islam (more in the north of the country) and Christianity (in the south). The Nigerian education system includes Islamiyya and Christian mission schools, which blend religious and secular education.
“Africa is the world’s fastest growing continent, and Nigeria is its most populous country,” IMPACT-se CEO Marcus Sheff said in the report. “The education that Nigerian children receive today will shape not only the country’s future, but by extension, the continent’s.”
What is being taught in Nigerian classrooms is the foundation of the country’s “future global positioning,” including its relationship with Israel and the Jewish people, he said.
“As Israel forges new partnerships across the globe, it is essential that we have a clear understanding of how Nigeria and other African countries are educating the next generation about Jewish history, identity, and Israel,” Sheff said.
Findings of the report
IMPACT-se determined that, overall, Nigerian textbooks “strongly emphasize peace, democratic participation, and civic responsibility.”
Despite these overarching principles, textbook references to Jewish people, history, and Israel vary in tone and consistency, the report said.
According to IMPACT-se, some Islamic Studies textbooks present Jews as “People of the Book” and highlight the joint lineage with Islam through the prophets “Ishaq” and “Ismail” (Isaac and Ishmael). The report acknowledged these in a positive light, saying it helps highlight coexistence and shared ancestry.
One Christian Religious Studies text explores Jewish history, such as the Exodus from Egypt, and affirms that Jesus was a Jew through accounts of his synagogue teachings.
Additionally, a Grade 11 New Government textbook for Grade 11 uses Israel as an example of a “parliamentary system,” which IMPACT-se says “acknowledges the political legitimacy of the Jewish state.”
ANOTHER CHRISTIAN Religious Knowledge textbook discusses the Jewish return to Jerusalem, acknowledging “Jewish indigenous ties to Jerusalem and Israel.”
“The textbook quotes the book of Ezra, stating that ‘the Jews and the returned exiles celebrated the dedication of the Temple with joy’ and served God in Jerusalem. Referring to Jews as ‘returned exiles’ is particularly significant, as it recognizes the historical and religious connection between the Jewish people and the land of Israel,” IMPACT-se said.
A History textbook for younger people explores the Israeli heritage of the Igbo tribe. The Igbo Jews of Nigeria are a small community of practicing Jews, numbering 12,000 to 15,000, and are believed to descend from the lost tribe of Gad, the report said. This case study “highlights the similarities between ancient Hebrew and Igbo cultures, suggesting that the Igbo are offshoots of the southern Hebrew tribes, corroborating the group’s own narrative” and presenting “cross-cultural awareness,” it said.
Nevertheless, “such messages are frequently contradicted by harmful or inaccurate content,” it added.
In many Islamic Studies books, Jews, Christians, and idol worshipers are portrayed as enemies of Islam, which limits Jewish-Muslim reconciliation, the report said.
Many Christian Religious Education textbooks present “deeply problematic portrayals,” such as depicting Jewish figures and beliefs as morally deficient or spiritually inferior, with “repeated emphasis on Israel’s sinfulness and rejection of Christian teachings,” the report said.
One textbook, referencing Jesus’ trial, says the punishment for “this offence by the Jewish...” was death, reinforcing the idea of collective Jewish guilt for Jesus’ crucifixion.
In another Christian Religious Studies textbook, there are statements such as “the people of Israel’s sin revealed the general bad moral decadence of the nation,” and that the Prophet “Amos rebukes the Israelites for willful violation of the law of God.”
“While some materials acknowledge the return to Jerusalem and the continuation of Jewish identity and nationalism, these references are often overshadowed by damaging stereotypes and theological judgments, limiting the textbooks’ ability to support a consistent message of respect for Judaism,” the report said.
Other troubling aspects of the curriculum
Notably, IMPACT-se found that the Holocaust and its specific impact on the Jewish population were not explicitly mentioned in textbooks.
For example, a Civic Education Grade 12 book refers to “horrors” of WWII and the “genocide committed by the Nazi regime,” but it does not mention Jews at any point.
Most troubling is the “normalization of gender-based violence,” IMPACT-se said.
“While some textbooks correctly define and condemn rape, others suggest that ‘indecent dressing’ makes women ‘easy targets,’ subtly shifting blame onto victims,” it said.
The report also found that LGBTQ+ individuals “receive exclusively negative treatment” presented as “immoral.”
Additionally, IMPACT-se found the curriculum to be “riddled with deeply traditionalist views especially regarding gender and sexuality.”