Our Culture, Our Pride: Educational Psychology, Sociology of Education, and Teaching-Learning Perspectives on Cultural Heritage Identity Development in Odegu Kingdom

Abstract

Cultural heritage serves as a vital foundation for Identity Formation, Social Cohesion, and the transmission of indigenous knowledge across generations. Odegu Kingdom, comprising the communities of Rumuji, Rumuodogo, Rumuewhor, Ovogo, and Eveku in Rivers State, Nigeria, possesses rich cultural traditions, indigenous languages, Customary Institutions, Festivals, and value systems that require systematic preservation amid the challenges of globalization, Urbanization, Technological Advancement, and Changing Educational Priorities. This study addresses the growing decline in indigenous cultural practices, weakening cultural identity among youths, Inadequate Integration of local heritage into formal education, and insufficient documentation of oral traditions. The study examined cultural heritage preservation and identity development in Odegu Kingdom through the complementary lenses of Educational Psychology, Sociology of Education, and Teaching–Learning perspectives. It was anchored on Vygotsky's Sociocultural Theory, Bronfenbrenner's Ecological Systems Theory, Erikson's Psychosocial Theory, Social Identity Theory, and Bourdieu's Cultural Capital Theory. The study argues that culturally responsive education promotes identity development, Psychological well-being, Social Belonging, and intergenerational transmission of indigenous knowledge. It further emphasizes the role of Schools, Families, Traditional Institutions, and communities in fostering meaningful teaching and learning experiences that sustain cultural heritage. The study concludes that preserving the cultural heritage of Odegu Kingdom is both an educational and developmental imperative. The study recommends curriculum reforms that integrate Indigenous knowledge, Teacher preparation in culturally responsive pedagogy, Strengthened, collaboration among Educational Institutions, Traditional authorities, and Government agencies, comprehensive documentation of cultural resources, and policies that promote language revitalization and active youth participation in cultural heritage preservation for sustainable community development.