JULIUS NYERERE'S UJAMAA PHILOSOPHY AND PEACE EDUCATION IN SOUTH EAST, NIGERIA: A CRITICAL EXAMINATION OF ITS POTENTIAL FOR ENHANCING CONFLICT RESOLUTION AND FOSTERING PEACEFUL COEXISTENCE

Abstract

This study examined the potential of Julius Nyerere’s Ujamaa philosophy for 
enhancing conflict resolution and fostering peaceful coexistence through peace 
education in South East Nigeria. Three research questions guided the study. A 
descriptive survey research design was adopted. The population comprised 79,152 
academic staff in universities in South East Nigeria. A sample of 750 academic 
staff was selected using simple random sampling. Data were collected with a 
structured questionnaire validated by three experts, two in Philosophy of Education 
and one in Measurement and Evaluation, from Nnamdi Azikiwe University, Awka. 
Reliability coefficients using Cronbach Alpha were 0.83, 0.80, and 0.81 for the 
three subsections. Data were analysed using mean ratings with 2.50 as the criterion 
mean.  
Findings revealed that respondents agreed that Ujamaa philosophy 
promotes conflict resolution. Respondents also agreed that integration of Ujamaa 
principles into peace education can enhance social cohesion. Challenges to 
implementation, including resistance to change and limited resources, were 
acknowledged. The study concluded that Ujamaa-based peace education is 
applicable to the cultural context of South East Nigeria and can address state
specific conflict challenges when implemented collaboratively. It was 
recommended that government and community leaders integrate Ujamaa 
philosophy into peace education curricula in South East Nigeria to foster a culture 
of peace and mutual understanding.