Nigeria’s terror survivors share their stories

This violence is not gruesome fiction, it’s reality.

Belle Tindall

Belle is the staff writer at Seen & Unseen.

A Nigerian man looks up towards the camera, behind him is dusty ground

Manga survived an attempted beheading.

Open Doors.

This article contains distressing content.

Something is happening. And nobody is talking about it.

Nigeria, the big and beautiful ‘Giant of Africa’, is becoming a place of increasing terror for the hundred million Christians who call it home. Since 2000, 62,000 people have been killed for having a Christian faith. Eight-thousand people were killed in 2023 alone. These staggering numbers mean that more Christians are being killed in Nigeria than in every other country combined.

The violence is as extreme as it gets. And yet, very few of us know that it’s happening.

When it comes to the Nigerian government and media, the relentlessly brutal attacks are seemingly hidden in plain sight; undeniable and yet somehow unstoppable. While, in the UK, we appear to be entirely unaware. This violence is out of sight, and therefore largely out of mind. The reasons why are admittedly complex, as outlined by Chris Wadibia. Nevertheless, the violence being carried out toward the Nigerian people, particularly those living in the Northern states, surely deserves our attention.

Earlier this year, I took a trip to Northern Nigeria. While I was there, I got to know a group of people who had endured unimaginable trauma, largely because of their Christian faith. Every day, they would bravely tell their stories – who they were and what they had experienced. Every day, I looked into the faces of children who had lost parents, parents who had lost children, husbands who had lost wives, and wives who had lost husbands. All of a sudden, the bewildering statistics were people before me – people who were having to live with the images of their loved ones being ‘butchered’ before their very eyes. Their villages being burnt down. Their lives being turned upside down by militants with assault rifles and machetes.

The only reference I had for stories such as the ones I was hearing were apocalyptic movies. But these things happened. They happened to the people sitting across from me. This violence is not the stuff of gruesome fiction, it’s the stuff of reality.

As she was running, she came across a woman who has hiding herself because she was giving birth to twins. This mother handed the babies to her and begged her to get them to safety...

I met one woman, she was incredibly gentle and kind, and told her story with a composure that’s hard to fathom. She was working on her land along with her husband and mother-in-law, a totally run-of-the-mill day. They were so engrossed with the task at hand, they didn’t notice that their village was being attacked by armed ‘Fulani’ militants (the majority of the violence being carried out in Northern Nigeria is at the hands of Islamic extremist groups such as Fulani militants, Boko Haram and ISWAP - Islamic State in West African Province). She looked up to find herself face-to-face with two attackers and despite their command for her to surrender to them, she ran, as did her husband and mother-in-law. While she was running, she could hear bullets flying past her head and the screams of her mother-in-law. Making it to a neighbouring village, she gathered help and eventually went back to find her husband and mother-in-law. Both of whom were stabbed and killed that day.

The Fulani militants now have control over her village, and she told us how she’s been praying that she would be able to forgive these men for what they’d done, as she is now forced to live alongside them. And so, she felt proud because she had recently been able to respond to one of the men as they greeted her.

There was another woman, she was strong and defiantly compassionate. Her story is laced with horror. She studied at a university – the discrimination she experienced there meant that a course that was supposed to be four years long, took her eight years to complete. In 2014, Boko Haram attacked the university – while she was trying to escape, her friend was shot and ‘hacked at’ while he refused to deny his Christian faith. She recalls how his last words were ‘I’m happy. I’ve saved lives today. And I have Jesus’.

He died and she continued to run. As she was running, she came across a woman who has hiding herself because she was giving birth to twins. This mother handed the babies to her and begged her to get them to safety, as she did so, she heard the mother being shot behind her.

She ran those twins to Cameroon, leaving them in safety, and now lives in a rural Nigerian village where she teaches the local children. Her Christian identity is no secret, and so faces continual danger. Her crops were burnt to the ground and destroyed, twice. And the villagers have tried, repeatedly, to get her to leave. One night, she came face to face with young men with bats and machetes who threatened her life – she told them – ‘you can’t scare me. I have seen the Lord’.

And they left. Remarkably, that village is still her home.

One heart-wrenchingly-young girl told us how, while she sleeping – she was awoken by her father who told her that they needed to run, they were under attack. She ran, hand in hand with her father, while her mother carried her younger brother. While they were fleeing, her dad was shot and killed. Her mother pried her hand out of her father’s and buried both her and her brother in sand, instructing them to stay hidden. The next day, they found that their house, their crops, their entire village had been burnt down.

This is what is happening. This is what we are not seeing.

While we are not seeing this violence, they are not seeing an end to it.

Since my return, I have met with a man who bears the physical scars of his trauma. He thought his house was being pillaged by armed robbers - it was only when they led him, his brother and his father outside, made them kneel with their hands tied behind their backs, and demanded that they denounce their Christian faith that he realised he was being attacked by Boko Haram. It was a regular evening, he was putting together a lesson plan for his class the following day, and now he was kneeling before an executioner. His father refused their demand, and they beheaded him. His brother also refused, and they took a blade to him, too. Then it was his turn, and while his mind was filled with thoughts of death and how much this was about to hurt, he also prayed that these men would be forgiven for what they were doing. Taking after Jesus, who forgave his executioners mid-execution, this man continued to pray as he felt the blade in his neck.

Left to bleed to death, miraculously, both him and his brother survived. Now, his scar tells an astonishing story.

This epidemic of violence seems to reside under our radar. It’s not quite catching our eye, is it? And, as a result, is not quite receiving the force of our outrage nor benefiting from the depths of our compassion. So many of the people that I met expressed a feeling of being neglected – like they’re suffering in deafening silence. While we are not seeing this violence, they are not seeing an end to it.

What’s happening in Nigeria is a crisis, one that we must acknowledge.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.