This investigation examines children’s prose as a representation of the crises afflicting contemporary Nigerian education. It applies a close textual reading of Jagbajantis High School by Eniola F. Fagbemi for illustration. Children’s literature functions as a socio-cultural documentation of societal realities and man’s educational struggles in addition to entertainment and historical recordings. Anchored on sociological and critical literacy theories, the study objectives include probing into how the imaginary environment of Jagbajantis High School acts as a parody that highlights the downward trends in academic principles and pedagogical practices of Nigerian educational sector. It also aims at exposing the systemic ethical rot as well as the depletion of infrastructure inherent in the sector, by identifying and examining its commodification of education, examination malpractice and the emotional impact of stressed school environments on young learners. The narrative mirrors the common concerns about school security, teacher ineptitude, the conflict between modern and traditional pedagogies and the decline of critical thinking skills, turning these realities into a significant story for younger readers. The paper examines how the fictional children’s setting replicates the real-world educational disparities, showing the critical need for structural transformation. It posits that the text is fundamental as diagnostic machinery for providing insights into the gap between educational policy and implementation. Conclusively, it acts as a poignant social commentary that insists on a re-evaluation of school settings to achieve a holistic development instead of mere intellectual harvests.
Keywords: Children’s literature, educational crisis, Jagbajantis High School, Nigerian education, social commentary
