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Drawing on a review of adult education teaching theories, the paper argues that existing peace building assessments show limited realisation of peace processes, partly because illiteracy fuels conflict and violence. It proposes a transformative literacy functionality model for peace building, grounded in Nigerian adult education contexts threatened by communal violence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/literacy-teaching-method-and-peace-building-in-multi-ethnic-communities-of-nigeria/594345/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/literacy-teaching-method-and-peace-building-in-multi-ethnic-communities-of-nigeria/594345.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper link illiteracy to conflict and violence in Nigeria?","Question",{"text":112,"@type":113},"Illiteracy is identified as one major factor that promotes conflict and violence in Nigeria’s multi-ethnic communities, strengthening the case for functional literacy in peace building.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the paper use to develop its literacy teaching paradigm?",{"text":117,"@type":113},"The paper reviews adult education teaching theories and uses that review to develop a model for literacy functionality as a transformative teaching paradigm for peace building.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe Nigeria’s multi-ethnic challenge in relation to peace building?",{"text":121,"@type":113},"Nigeria is described as a multi-ethnic nation facing numerous violent conflicts, cohesion problems, poverty, high illiteracy, and inequity in educational infrastructure—factors that increase the need for peace building efforts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594345,1792166022,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 48, Number 1, April 2008  \nLiteracy teaching method and peace building in multi-ethnic communities of Nigeria 1􀀶3  \nLiteracy teaching method and peace building in multi-ethnic communities of Nigeria  \nOmobola Adelore and Henry Majaro-Majesty Department of Adult Education  \nUniversity of Ibadan, Ibadan, Nigeria  \nThe challenge of peace building in Nigeria is increasing as communities continue to show adversary tendencies. This is happening even after many third party conflict transformation efforts have been expended to resolve and set a conducive climate for stakeholders to sustain peace. Some peace building assessment projects have indicated that the peace building process is not fully realised, which justifies exploring the place of literacy education in peace building. Since illiteracy has been identified as one major factor which promotes conflict and violence in Nigeria’s multiethnic communities, the importance of functional literacy is further stressed. In this paper, a review of some adult education teaching theories is undertaken, and a model for literacy functionality  \n– a transformative teaching paradigm for peace building called‘cemento-conscio education’ – is developed.  \nIntroduction  \nThe challenges of building peace in multi-ethnic countries have been given a prominent focus in academic writings, theorising and development practice. The more theories we have, the closer we seem to be moving to a formidable peace building strategy, but the more the world misses it in practice. The search for a formidable strategy and practice for building peace has provoked a multi-disciplinary input which incorporates education in the search for sustainable peace (peace education) as asserted by the United Nations, the United Nations Education, Scientific and Cultural Organisation (UNESCO) and the United Nations Children’s Fund (UNICEF) . In spite of this recognition that education could play a vital role in peace building, the role of adult education in the search for sustainable peace has been less emphasised by UNESCO, UNICEF and other planners of education, even though definitions of peace education recognise adults as one of the target groups for peace education. Formulated curriculum and plans for implementation of peace education always counted adults out, while focusing more on children and youths informal school systems. Missing also are theories and concepts of adult education that will properly locate peace education in peace building efforts.  \nAdult education and development agents must begin to reason ways for the discipline to fortify peace building processes, and how it can serve as a catalyst to transform the minds, attitudes and behaviours of groups and other communities through informal and non-formal education. The focus on literacy education for peace building is important for third world nations, especially Africa, where a high illiteracy rate is prevalent. As part of our contribution, we review the meaning of literacy, models of literacy, theories for literacy and the relationship between literacy and peace building. In addition, we hope, through a careful presentation of premises, to develop a literacy-teaching paradigm for peace building, using the Nigerian  \n1􀀶4 Omobola Adelore and Henry Majaro-Majesty Literacy teaching method and peace building in multi-ethnic communities of Nigeria 1􀀶􀀵  \ncontext where multi-ethnic violence and communal conflicts threaten its existence.  \nNigeria’s need for literacy and peace building  \nNigeria is a multi-ethnic nation that accounts for 389 ethnic groups (Otite 2000) out of 5000 ethnic groups in 184 independent countries of the world (Kymlicka 1995) . Like other nations, it has not been spared the peculiar problem of ethnicity. With at least over 50 different violent conflicts recorded between 1990 and 2000, Nigeria became a nation faced with possible disintegration. This situation justifies a need for vigorous peace buildin","cbCaicQiY0TaJ07F","https://ap.wps.com/l/cbCaicQiY0TaJ07F","pdf",210661,13,"English","# Introduction\n# Nigeria’s need for literacy and peace building","[{\"question\":\"Why does the paper link illiteracy to conflict and violence in Nigeria?\",\"answer\":\"Illiteracy is identified as one major factor that promotes conflict and violence in Nigeria’s multi-ethnic communities, strengthening the case for functional literacy in peace building.\"},{\"question\":\"What approach does the paper use to develop its literacy teaching paradigm?\",\"answer\":\"The paper reviews adult education teaching theories and uses that review to develop a model for literacy functionality as a transformative teaching paradigm for peace building.\"},{\"question\":\"How does the paper describe Nigeria’s multi-ethnic challenge in relation to peace building?\",\"answer\":\"Nigeria is described as a multi-ethnic nation facing numerous violent conflicts, cohesion problems, poverty, high illiteracy, and inequity in educational infrastructure—factors that increase the need for peace building efforts.\"}]","Literacy teaching method and peace building in multi-ethnic communities of Nigeria | PDF",1792078984,33]