PERCEPTION OF SOCIAL STUDIES TEACHERS ON CROSS-CULTURAL MARRIAGE ANDNATIONAL INTEGRATION AMONG NIGERIAN CITIZENS

Abstract

This qualitative study examines the perceptions of Social Studies teachers regarding cross-cultural marriage and
its impact on national integration among Nigerian citizens. Guided by the theoretical framework of Social
Constructivism and Intercultural Education. Semi-structured interviews were conducted with selected 12
information-rich Social Studies teachers from various educational institutions across Nigeria, using purposive
and opportunistic sampling (convenience sampling) technique. Data from the interviews were analysed using
thematic analysis technique. This enabled the researchers to group data based on recurring themes. Findings
reveal that Social Studies teachers hold positive attitudes towards cross-cultural marriage, considering it a
means to foster cultural understanding and integration among diverse ethnic groups. They believe that crosscultural marriage contributes to national integration by promoting a shared national identity and breaking down
ethnic barriers. These perceptions align with the goals of the National Policy on Education, which emphasizes
the importance of cultural appreciation and unity. The study underscores the crucial role of teachers in
promoting cultural acceptance and cohesion among students. It emphasizes the significance of incorporating
intercultural education in teacher training programs and inclusive curriculum materials that reflect Nigeria's
cultural diversity. The research contributes to the field of Social Studies and education by highlighting the value
of cross-cultural marriage in fostering intercultural understanding and a harmonious Nigerian society. It was
thus recommended that education authorities should enhance teacher training programs to include modules on
intercultural education; curriculum developers should actively integrate cultural diversity themes into the
national curriculum, particularly within the Social Studies curriculum; and also teachers should be equipped
with strategies to create a classroom environment that respects and values students' diverse backgrounds.