Exploring Asymmetrical Relations and Diverse Processes of Enslavement in The Educational Sector (Private Schools) in Nigeria

Abstract

This paper examines asymmetric forms of structural enslavement in the Nigerian system of privately run basic and secondary schools. It is on this basis that contemporary exploitation can be perceived as economic dependency, subordination and disposability rather than historical chattel slavery. Consequent upon the failure of the public school, there is a surge in the emergence of the privately owned schools, ranging from quality to high-end and low-end mushroom schools, which are mostly driven by profit thereby resulting to the commodification of education and exploitation of teachers. The study is anchored on a qualitative interpretivist approach guided by Marxist surplus value extraction, Weberian conflict theory, and Foucaultian disciplinary power through semi-structured interviews with 15 teachers in various private schools in urban/semi-urban southern Nigeria. Thematic analysis revealed four themes, including chronic wage precarity (salaries that are generally less than ₦70,000 minimum, delays, no contracts), denial of autonomy through authoritarian surveillance, devaluation of professional identity, and high retention uncertainty with a large turnover intention. Results point to systematic extracting of proprietor profits at the expense of precarious terms, demoralizing teachers, creating instability, and lowering the quality of education. There is urgent need to make changes to bring back equity and dignity of force through minimum wage, contracts, regulation and support of unions.