The need to use the Social Studies curriculum to effectively address the actual and most pressing social vices facing each Nigerian community is long overdue. This study therefore investigated the Social Studies curriculum within the context of one of the many communities in Nigeria – Amainyi community, in order to find out what the actual social vices facing the community are, coverage of these vices in the current Social Studies curriculum and, kind of curriculum the community needs to address these vices. The study adopted a mixed-method research design. Using a purposive sampling technique, 232 participants covering all major stakeholders in the community (School Heads, Social Studies teachers, Junior Senior Secondary School students II, past Social Studies students, Parents, and community leaders in Amainyi community) were selected. Data were collected using Anti-Social Vices Curriculum Need Assessment Questionnaire (ASVCNAQ) and Structured Interview Guide for Local Stakeholders on Repositioning Social Studies Curriculum, after the validity and reliability of the instruments were determined. Data were analyzed using descriptive statistics of frequency counts, percentage scores and mean (for research questions 1-2) and thematic analysis (for research question 3). The results show the social vices prevalent in Amainyi community, many of which are not covered in the current Social Studies curriculum. Also, the stakeholders reported the need for a locally relevant curriculum to effectively address the problem of vices in the community. Therefore, it was recommended that Social Studies curriculum be repositioned to capture the actual social vices facing each Nigerian community through a curriculum design process that will involve all relevant stakeholders at the local level.
Nwokocha, A. N. and Kolawole, C. O. O. The need to Reposition Social Studies Curriculum to Address Community-Specific Social Vices in Nigerian Communities: A situation Analysis of Amainyi Community. International Journal of Arts and Social Sciences Education, 2 (1&2), 21-28.