The Struggle of Education in Hausaland, Nigeria - A document analysis of education’s effect on Hausa children’s social mobility

Abstract: Education is known to be the most prominent factor of social mobility, meanwhile, in Nigeria, the system fuels school dropouts. Thus, this thesis analyses the structures, norms and behavior behind policies and practices of education in Nigeria, and how they may affect Hausa children’s social mobility. Social, economic, and cultural norms and practices play a critical role in Hausa children’s educational attainment. To get an in-depth understanding of this relationship, the thesis applies a critical ontological approach by drawing on Bourdieu’s cultural capital theory combined with McKnight’s social mobility aspects. To evaluate the relevance and applicability of social capital theory in the Nigerian context, this study deploys Ostrom’s Institutional Analysis and Development framework for the empirical analysis. Through document analysis the paper uses a content analysis of relevant legislation, policy documents, academic articles, and newspaper articles. The main findings suggest that traditional Islamic practices, illiteracy, gender-inequalities and economic barriers restrict Hausa children from attending formal education. Additionally, formal education is the only educational structure, in Nigeria, that allows a Hausa child to increase its social mobility but is also the main driver of dropouts. The findings may contribute to similar education issues in other Sub-Saharan countries.