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Village as Classroom
by Jamiu Balogun
What if some of the most important lessons of our lives were never taught in a classroom?
 
In this first chapter, I return to Afon, the community that quietly shaped how I understand learning, belonging, and knowledge.
 
From childhood riddles and my grandmother's wisdom to the Asa River and the people whose lives are woven around it, I explore the classrooms we often overlook.
 
Perhaps, if we slow down and listen, we may discover that our own communities have been teaching us all along.
 
Come, let me take you back to the village.
1. The Village Was Already Teaching
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Image: VisitKwara
"What if the first classroom we ever entered was not a school, but a community?"
 
Before I learned to write my name, my village was already teaching me.

Not through textbooks.
Not through examinations.
Not through certificates framed on walls.
My first teachers were two elderly women.

One was my grandmother. The other was an elderly woman who lived within our family compound in Afon, a rural community in Kwara State, Nigeria.

As evening settled over the village, we would gather around them. The air softened, conversations slowed, and stories began. There were no desks or blackboards, yet those moments became some of the richest classrooms I have ever known.

The elderly woman delighted in riddles.

"Àló ò..."

"Àló!" we replied eagerly.

Each riddle invited us to think beyond the obvious. Some drew from animals, others from trees, rivers, seasons, or human character. We laughed when we guessed wrongly and celebrated when someone uncovered the answer. Looking back, I realise those evenings were quietly shaping our imagination and sharpening our critical thinking.

We were learning that wisdom often arrives disguised as curiosity.
My grandmother taught differently.
She rarely sat us down to explain values. She simply lived them.
Although she never had the privilege of owning a mobile phone, she somehow kept our family connected. She remembered relatives living in distant towns, asked after their well-being, and made it a habit to visit them whenever she could.

As a child, I thought she was simply being kind.
Now I understand she was teaching us something deeper.
She was teaching us that relationships require tending, just as farms require rain and rivers require care.
She embodied the Yoruba saying, "Eniyan l'aso mi." People are my covering.
Long before I understood the word community, she had already shown me what it looked like.
Years later, I began to notice that the entire village was teaching in much the same way.
Afon is the administrative headquarters of Asa Local Government in Kwara State. Many know it because of the Afon Fishing Festival, a tradition that has been celebrated for generations. Others know it for the Asa River, which winds quietly through the community.
But the river is much more than a tourist attraction.
It is memory.
It is livelihood.
It is teacher.
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Image: VisitKwara
Throughout the year, Hausa fishermen rise before dawn to cast their nets into its waters. Farmers draw from the river to irrigate their fields, allowing crops to flourish even during the dry season. Many of these men hold no formal certificates, yet they possess a remarkable understanding of seasons, soil, water, and the behaviour of fish.

They do not read books to understand the river.
They read the river itself.
Their classroom has always been the land beneath their feet and the water before their eyes.

Watching them has often made me wonder why we so easily recognise knowledge when it comes from institutions, yet overlook it when it comes from lived experience.

Who decides what counts as education?
What wisdom disappears when we only honour learning that can be examined?
Perhaps the greatest lesson the river offers is not about fishing at all.
It is about generosity.

Every year, during the Afon Fishing Festival, something beautiful unfolds that visitors rarely expect.

Fishermen arrive carrying simple food, often yams and potatoes. Before the day's excitement begins, they roast them over open fires and share them freely. No one asks who brought what. No one keeps count.

Everyone eats.
Later, when the fishing begins, another quiet tradition emerges.
Those who make the biggest catches seldom take everything home.

The fish are shared with neighbours, visitors, and participants from other communities. The celebration is not measured by how much one person keeps, but by how much everyone can enjoy together.

In Ilorin, people often say, "Àjọṣe ni ń mú ìlera àwùjọ wá." It is togetherness that strengthens a community.

The festival lives out that wisdom.
In a world that often celebrates ownership, the river teaches relationships.
In a world that rewards accumulation, the village practises abundance through sharing.
These are lessons I never found in a curriculum.
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Image: VisitKwara
Today, through my work with Prikkle Academy, I often find myself returning to these early memories. We speak about reimagining education, creating spaces for creativity, and nurturing young people to become problem-solvers.

Yet I have come to realise that innovation does not always begin by inventing something new.

Sometimes it begins by remembering what we have forgotten.
Perhaps our communities have never lacked knowledge.
Perhaps they have simply lacked recognition.

When I look back at my childhood now, I no longer remember only the stories my grandmother told or the riddles that made us laugh.

I remember something far more important.
I remember a village that refused to separate learning from living.
A river that taught generosity.
A grandmother who taught belonging.
An elderly storyteller who taught curiosity.
A community that taught me education is not confined to classrooms.

It is woven into relationships, landscapes, memory, and the quiet rituals of everyday life.
 
So I leave you with the question that continues to follow me:
If the village was already teaching, what classrooms have we forgotten to see in our own communities?
 
To be continued in Chapter 2
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About the author
Jamiu Balogun
Jamiu Balogun is an EdTech innovator, Community builder, and Communication strategist from Nigeria, working at the intersection of education, culture, youth leadership, and community development. 
 
He works with Prikkle Academy, where he supports young people and rural communities to transform local knowledge, creativity, and community assets into opportunities for learning, innovation, and collective action. His work is grounded in a simple belief that rural communities should be recognised not only for the challenges they face, but also for the knowledge, creativity, relationships, and resources they already possess. He currently serves as President of Junior Chamber International Nigeria, FUTMinna Local Organisation, and has contributed to initiatives with the Ecoversities Alliance, YALI Network Nigeria, Chatham House Common Futures Conversations, and Theirworld.

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