ENOUGH OF THE DEBRANDING, NAME-CALLING, AND NEGATIVE NARRATIVES ABOUT NORTHERN NIGERIA – ARE WE NOT TIRED?

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By BUKAR MOhammed

For far too long, Northern Nigeria has been subjected to debranding, name-calling, and the persistent pushing of negative narratives that paint the region as backward, uneducated, and underdeveloped.

These narratives, often fueled by ignorance and a narrow definition of education, fail to acknowledge the region’s rich intellectual traditions, cultural heritage, and economic potential. It is time to challenge these misconceptions and demand a more balanced, fact-based discourse.

One of the most glaring misrepresentations is the issue of out-of-school children. Northern Nigeria is frequently blackmailed with exaggerated statistics on illiteracy and school dropouts, with little acknowledgment of the fact that a significant percentage of these so-called “out-of-school children” are not uneducated. Studies reveal that about 40% of those classified as out-of-school in the North are actually educated in Arabic and Islamic studies, mastering not only the Qur’an but also subjects like Fiqh (Islamic jurisprudence), Hadith (Prophetic traditions), and Tafsir (Qur’anic exegesis). However, because their education is not in English, they are dismissed as illiterate. How is this fair?

A seminarian who undergoes religious education in a Christian institution is considered educated, yet a Hafiz—someone who has memorized and comprehended the entire Qur’an—is often labeled as uneducated. This bias is rooted in an outdated system that equates literacy with the ability to speak and write in English, disregarding the fact that proficiency in Arabic—one of the world’s most influential languages—is a significant intellectual and economic asset.

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It is also important to recognize that Islamic education goes far beyond religious studies. In traditional Islamic scholarship, subjects such as Fiqh al-Muamalat—which deals with human interactions, commerce, governance, and ethics—align closely with what Western academia classifies as social sciences. Yet, in Nigeria, this knowledge system is undervalued simply because it is not taught in English. This narrow-minded approach has contributed to the systemic exclusion of a large segment of the population, limiting opportunities for economic and intellectual contributions.

Globally, progressive nations are embracing multilingual education as a tool for development. China, for example, has prioritized the study of foreign languages, including Arabic, English, and French, recognizing that linguistic diversity fosters business opportunities, trade relations, and international diplomacy. In contrast, Nigeria continues to marginalize its Arabic-speaking population, failing to harness their linguistic and intellectual potential for national growth. Why should Nigeria overlook a valuable skill set that could drive trade, diplomacy, and cross-border economic opportunities?

Northern Nigeria has been home to some of Africa’s most renowned centers of learning, including the historic Timbuktu and Kano scholarly traditions. The region has produced scholars, administrators, and business leaders who have played pivotal roles in shaping Nigeria’s development. Instead of acknowledging this legacy, many prefer to push narratives that depict the North as a liability rather than an asset. This must stop.

Education should not be a tool for exclusion or division but a bridge for national cohesion and progress. It is time to acknowledge the validity of diverse knowledge systems and recognize that intelligence and learning exist in multiple forms, languages, and disciplines. Enough of the debranding. Enough of the blackmail with manipulated statistics. *Enough of the name-calling. Are we not tired?*

BUKAR Mohammed is a public analyst from Kano