Barriers and Policy Imperatives for Integrating Culturally Relevant

Despite overwhelming evidence of its pedagogical value, the integration of
culturally relevant literature in Nigerian secondary schools remains limited. This
study investigates the systemic, curricular, and linguistic barriers that hinder the
adoption of culturally relevant texts in Awka, Anambra State. Using a descriptive
survey of 80 SS2 students and 20 teachers across five schools, data were collected
through questionnaires and interviews and analysed with mean, standard
deviation, and thematic analysis. Findings reveal key obstacles such as inadequate
teacher training, scarcity of locally relevant materials, curriculum rigidity, time
constraints, and language barriers. Policy reforms, teacher professional
development, and improved access to indigenous literature are recommended to
foster equitable and culturally responsive education.