Critical peace education and democratic participation in fragmented societies: bridging the gap between civic knowledge and civic power in Nigeria

Abstract

Deep ethno-religious divisions and political distrust characterize the social and political environments in Nigeria. These fault lines are responsible for recurring conflicts that continue to undermine social cohesion, peacebuilding, and democratic participation. The structural fractures emanating from these have weakened citizens’ engagement in governance by limiting the transformation of civic knowledge into active civic power. As a fragmented society, Nigeria’s peace education initiatives have traditionally been passive, emphasizing tolerance, coexistence, and conflict resolution. This largely neglects the emancipatory prowess necessary for active democratic participation. Existing literature has not substantially interrogated why peace education has failed to translate growing political awareness into sustained democratic participation in Nigeria. Using a qualitative interpretive approach grounded in Critical Peace Education Theory, this study argues that peace education must move beyond passive civic instruction toward a transformative framework that empowers citizens to challenge exclusion, participate actively in governance, and promote democratic accountability. The paper contends that reimagined critical peace education can serve as a strategic tool for strengthening democratic participation, preventing violent conflict, and building societal resilience in fragmented societies such as Nigeria.