Beyond Disruptive and Challenging Times: Change and Innovation in the English Language and Literary Studies Ecosystem in Nigeria

Abstract

Throughout the ages, global pandemics have been momentous periods of
great disruptions, chaos and challenges. Such disruptions and challenges
have also paved the way for great changes and innovations. The current
COVID-19 crisis is not an exception. The pandemic has exacerbated calls
for educational transformation at both domestic and international levels.
Besides the global COVID-19 pandemic, Nigeria has had home grown
additional forms of disruptions which include intermitent labour disputes
between teachers at all levels of the educational system especially higher
education teachers with federal and state governments leading to loss of
academic time for students. There have been reported cases of activities of
terrorists, closure of schools for fear of kidnapping, and cases of outright
raiding of schools by bandits who kidnap students for ransom in some parts
of the country. As the spate of banditry increases with schools being prime
and soft targets, Nigeria has become a country thirsty for blood with many
hurting and bleeding; and the value for human live has become so low. The
commercialization and commodification of criminal violence have
become normal. The negative implications on the Nigerian educational
system against these disruptions and challenges and the growing spate of
insecurity in the country are painfully disturbing. Nigeria appears to be a
country in a perpetual state of emergency requiring emergency responses
all the time. It does seem that our response to the teaching of English
Language and Literary Studies (ELLS) is a case of 'Emergency English in
Emergencies' as the new normal (Egbe, Forthcoming).