Prof Simeon A. Dosunmu, Dr Olasunkanmi I. Ashiru & Philip N. Honawon
Abstract
In recent years, Nigerian classrooms have become contested spaces where teachers, the trusted torchbearers of truth, are increasingly subjected to assault, abuse, and abandonment by parents and guardians. The problem is compounded by an absence of protective laws, the procedural paralysis of teacher unions and a public bias that instinctively sides with parents, even when evidence points to teacher victimization. The purpose of this article is to explore the sociocultural and institutional roots of teacher victimization, and to portray the patterns and perils of this rising phenomenon. Theoretical framing drew upon Galtung’s structural violence, Bourdieu’s symbolic power and Marxian conflict theory are used to illuminate both overt and covert forms of victimization. The paper holds, based on reviewed literature, that teacher victimization is rising and multi-faceted; Nigeria lacks statutory protection for educators; public sympathy skews toward parents; teacher unions are largely ineffective; and that comparative models from other African countries demonstrate viable legal remedies. It concludes that the minds that mould should not be marred by menace. The paper recommends, among others, the enactment of The Teacher Protection and Respect Act to give legal protection to teachers.