THE PEDAGOGICAL POTENTIAL OF YORUBA SARCASM: ENHANCING CLASSROOM ENGAGEMENT AND CRITICAL THINKING

Abstract

This study considers the pedagogical potential of Yorùbá sarcasm as a culturally grounded tool to enhance classroom engagement and promote critical thinking. Yorùbá sarcasm, rooted in oral traditions, uses wit, humor, and subtlety to convey layered meanings, encouraging introspection and intellectual discourse. Findings reveal that leveraging Yorùbá sarcasm in classrooms promotes inclusivity by acknowledging students' cultural backgrounds. It preserves Indigenous knowledge systems, which are marginalized in formal education. The use of sarcasm requires careful navigation of tone, context, and cultural nuances to ensure inclusivity and avoid causing offense. Its effectiveness depends on teachers' understanding of their audience and sensitivity to diverse learners. By challenging students to interpret underlying messages and question assumptions, this approach promotes higher-order thinking and problem-solving skills. The effective use of sarcasmin classrooms requires careful consideration of tone, context, and cultural nuances to prevent misinterpretation or alienation. The study advocates for teacher training and curriculum reforms focused on culturally responsive teaching. These trainings will ensure the inclusion of Yorùbá sarcasm as a pedagogical strategy. Integrating Yorùbá sarcasm into education makes learning more engaging and relatable. It helps preserve Indigenous knowledge, creating a more inclusive and culturally aware educational system.