Tati Lathipatud DurriyahAndar NubowoAlaba, Bello Ridwan2025-08-202025-08-202025-07-312025-08-13https://hdl.handle.net/20.500.14576/563Nigeria’s issue of social cohesion intensified with the unification of over 250 ethnic groups, each with distinct languages, religions, and cultural beliefs. Empirical evidence indicates that Nigeria is not a socially cohesive nation, which contributes to its slow development and progress. Education has proven to be a double-edged sword, serving as a potential instrument for social cohesion or social disharmony. Therefore, it is imperative to research social cohesion within the education sector. Consequently, this study aims to evaluate the contents of Nigerian junior high school textbooks and gather teachers’ perceptions of the textbooks they use in their classrooms. Specifically, six civic education textbooks and six English studies textbooks have been selected from all six geopolitical zones in Nigeria, implying two textbooks from each zone. Additionally, six junior high school teachers were purposively selected to share their thoughts on the contents of the textbooks. To provide a clear trajectory, three research questions are formulated: (1) How do the textbooks portray social cohesion and inclusivity? (2) To what extent do the textbooks promote the elements of social cohesion? (3) How do the teachers perceive the contents of the textbooks concerning social cohesion? A mixed-method content analysis was employed to answer research questions 1 and 2, whereas a qualitative approach was used for question 3. The significance of this study is substantial. First, it will address an important gap in existing literature regarding social cohesion and education in the Nigerian context by examining selected textbooks. Second, it will encourage Nigerian educational researchers to conduct studies on social cohesion that focus on curriculum, textbooks, and teacher training. Third, it can serve as a springboard for establishing a textbook review agency and guide authors and publishers in selecting inclusive content. Lastly, it will help safeguard students from internalizing anti-social, biased, and stereotypical values, while also facilitating teacher training. The analysis was conducted using an adapted social cohesion analytical framework. A semi-structured interview was conducted with the participants via Google Form and WhatsApp for follow-up questions, where necessary. The author discussed the findings from social identity theoretical perspectives, revealing that the textbooks do not adequately promote social cohesion and inclusivity. They unfairly represent religions, ethnic groups, and gender by adopting a majoritarian approach, creating a ‘we vs. them’ situation. Illustrations or representations of minority groups are limited, and there are stereotypical portrayals of men, the Yoruba tribe, and Islam. However, there is an effort to promote a united Nigeria with the representation of national images and icons to depict unity. Teachers’ interview results show that textbooks take the majoritarian approach, which they submit can be corrected by representing diverse perspectives. Future research studies should be conducted on evaluating a single-subject textbook, selecting from each state and the Federal Capital Territory, as well as class observations. Moreover, all images and texts, such as examples, classwork, and assignments, should be included for analysis. It could also include evaluating the authors’ relation to tribes, ethnicity, or religious representations.enAll Rights ReservedEnglish studies and civic education textbooksCurriculumNigeriaSocial cohesionSocial identity theoryTeachers’ perceptionsThesisNIM04212320003