This oral history project explores how Nigerian secondary schools shape political identity, civic engagement, and national belonging across generations. Through interviews and documentary storytelling, the research reveals that schools function as microcosms of the nation, forming students’ relationships to society, politics, and migration in ways that continue long after graduation.

This dissertation reinterprets the French Revolution through the lens of care ethics, analysing the writings of Mary Wollstonecraft and Sophie de Grouchy. The research argues that these thinkers anticipated modern theories of care, interdependence, and gender equality, offering early proto-feminist visions of social institutions grounded in community and mutual responsibility.