Abstract:

This paper presents the Inviting Pedagogy Model, a pedagogy that attempts to integrate formal education that is largely Eurocentric with cultural education of African societies at a knowledge (ontological) and methodological (epistemological) levels in a teaching and learning situation. The paper argues that for the effective delivery of a complete and relevant education project (curriculum) that will make learners stay in school until completion and attain maximum benefits out of the teaching and learning situation, there should be an integration of both formal education and cultural education in a classroom space. The paper is informed by analysis of data that was generated from eight teachers, 48 learners and 20 community people in the rural areas of the Lagos State in Nigeria. The participants were from diverse backgrounds; that is, multicultural, multiethnic and multilingual groups and both female and male genders represented. The study adopted an ethnographic design and a qualitative approach; thus the qualitative methods of data production and analysis were used and drawing from Bernstein's theory of pedagogic discourse as an analytical framework. The finding shows that the Inviting Pedagogy Model incorporates relevant cultural knowledge, instils values and educates learners for the completeness of life that includes career pathing and social competence.

Keywords:

Inviting Pedagogy Model, multicultural education, African contexts, values education, cultural education.