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 research examines the ethical stakes of translation, using the Hiroshima "mokusatsu" case to illustrate how linguistic ambiguity can have far-reaching consequences, while also opening a broader reflection on the social responsibility of translators. It proposes service learning as a pedagogical model, integrating real-world translation tasks with ethical reflection. This approach enhances student responsibility, critical thinking, and civic engagement in professional translation practice.