Research Article
From Communal Reciprocity to Social Fragmentation: The Erosion of Traditional Hausa Social Cohesion in Northern Nigeria
Abu-Ubaida SANI, Musa SHEHU, Babangida BAZANGO
Middle East Research Journal of Humanities and Social Sciences; 104-111.
https://doi.org/10.36348/merjhss.2025.v05i04.001
This paper examines the transformation of Hausa social cohesion from its traditional foundations to its current state of decline. Historically, Hausa society was characterized by strong communal bonds epitomized in the concept of cuɗe-ni-in-cuɗe-ka (reciprocal support), where collective welfare took precedence over individualism. Through ethnographic analysis and literary review, the study identifies key traditional values (including mutual aid, kinship solidarity, and communal responsibility) that once defined Hausa interpersonal relations. The paper then analyzes contemporary factors contributing to social fragmentation, including modernization influences (particularly through media and technology), economic pressures, and erosion of traditional value systems. Qualitative data from recent sociological studies in Northern Nigeria is incorporated to demonstrate measurable declines in community trust indicators. Finally, the study proposes culturally-grounded strategies for social revitalization, emphasizing the roles of religious institutions, educational systems, and community leadership in value transmission. The findings suggest that while Hausa social structures face significant challenges, intentional preservation efforts focusing on intergenerational dialogue and institutional reinforcement may mitigate further decline.
Review Article
Ho Chi Minh’s Philosophy on the Formation of the New Individual
Nguyễn Thị Ngọc
Middle East Research Journal of Humanities and Social Sciences; 112-116.
https://doi.org/10.36348/merjhss.2025.v05i04.002
Ho Chi Minh’s perspective on the cultivation of the "new man" constitutes a foundational pillar of his ideological framework, embodying a strategic, humanistic, and holistic vision. He regarded human beings as both the driving force and the ultimate objective of revolutionary progress, asserting that the development of a new, progressive individual was a vital precondition for the realization of socialism. Ho Chi Minh placed a strong emphasis on education and the comprehensive formation of moral character, intellect, physical well-being, and aesthetic sensibility. Simultaneously, he underscored the significance of exemplary leadership, self-discipline, and the mobilization of patriotic emulation movements. These philosophical tenets retain enduring relevance, offering valuable direction for human resource development in the context of contemporary integration and reform.
Review Article
Indigenization and Decolonization of Social Work Education in Africa through the Prism of Ubuntu Philosophy: Perspectives from Somalia
Mohamed Aweys, Mohamoud M. Haji, Mohamed A. Eno, Charles Kebaya
Middle East Research Journal of Humanities and Social Sciences; 117-123.
https://doi.org/10.36348/merjhss.2025.v05i04.003
Social work, both as an academic discipline and a profession, has been gaining a remarkable standing, recognition, and appreciation in Africa and across the globe. A large number of African students graduate from higher learning and professional social work schools in the continent and overseas to join the professional ranks of social work, equipped with the necessary tools that facilitate the execution of their duties. Among the achievements are an increasing number of scholarly voices advocating for a more focused African/Ubuntu approach to social work education, research, and practice. These voices aspire for an approach that positions African theory and philosophy at the heart of the scholarly foundation of the discipline. Based on the factual elements of social work that benefit the African people, this study argues that there is need to support the legitimacy of the advocacy for indigenization and decolonization of social work in Africa, where despite the vast indigenous knowledge available, very little of it is theoretically and epistemologically consumed in the context of pedagogical advancement of African social work education and professional practice.
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