Volume 1, Issue 2

Official archives of the Nigerian Civil War remain incomplete, and much of what is known survives in family memory. This article analyses thirty oral testimonies collected in Enugu and Anambra States to show how survivors narrate displacement, hunger and return. It argues that oral testimony is not merely a supplement to written records but an archive with its own forms and silences, and it proposes protocols for its ethical use in historical writing.

As European museums return looted Benin bronzes, the labels beside the objects have begun to change. This study compares labels from six museums before and after 2020, using critical discourse analysis to trace shifts in agency, voice and tense. It finds that while newer labels name the 1897 expedition as a looting, many still present the objects through the eyes of their collectors. The article suggests principles for co-authored labels.

Use of English courses reach every first-year student, yet students rarely shape how they are taught. Through focus groups with 64 students and interviews with eight lecturers, this study explores how students experience the course and what they would change. Students value the course’s practical aims but describe large classes as silencing. The article recommends small-group writing workshops and peer review as ways to restore student voice.

Academic collaboration is usually governed by rules of credit borrowed from the sciences. This paper asks what an ethics of collaboration grounded in Ubuntu, the southern African idea that a person is a person through other persons, would require of humanities scholars. It argues for practices of shared authorship, mentoring and citation that recognise intellectual work as communal without erasing individual contribution.