Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach
Education Journal
Volume 6, Issue 6, November 2017, Pages: 177-187
Received: Oct. 7, 2017; Accepted: Oct. 27, 2017; Published: Nov. 24, 2017
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Author
Joshua Abah Abah, Department of Science Education, University of Agriculture, Makurdi, Nigeria
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Abstract
In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author’s personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students’ tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.
Keywords
Mathematics Education, Nigerian Higher Education, Autoethnography, School Experience
To cite this article
Joshua Abah Abah, Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach, Education Journal. Vol. 6, No. 6, 2017, pp. 177-187. doi: 10.11648/j.edu.20170606.13
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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