Title: Pedagogical Suturing: Teacher Agency and the Ubuntu-Inspired Resistance to Epistemicide in Nigerian Classrooms

This article diagnoses the central paradox of civic education in Nigeria, aiming to foster peace and unity. Instead, it functions as a tool of epistemic alienation, severing indigenous knowledge systems. Using a postcolonial discourse analysis (PCDA) of the curriculum, triangulated with a qualitative interview of in-service civic education teachers, we evaluate how epistemicide-by-design constructs alienation and necropolitics, a form of sanctioned social death. The PCDA, together with evidence from teachers' testimonies, reveals a curriculum that severs students from their indigenous ontologies. Teachers’ testimonies report practices of resistance, integrating indigenous knowledge and ethics that are outside the mandated civic curriculum; a phenomenon we named pedagogical suturing, the subversive frontline resistance and act of repair that weaves indigenous knowledge systems into the curriculum, stitching colonial schooling. From this practice, we develop the Quantum Afrocentric Citizenship Spiral (QACS) as an operational theoretical framework and Sankofa hermeneutics, the wisdom of reaching back to inform the future. Together, they cultivate a restorative decolonial praxis to reconnect students to personhood, the Land, and ancestral memories in a co-constitutive spiral entanglement. Consequently, this article does more than diagnose; it advances the QACS as a new, actionable framework for decolonizing citizenship education and peacebuilding. This framework has its origin and validation from the very educational resistance it seeks to systematize and empower.Keywords: Decolonizing Education, Peace Education, Epistemicide, Pedagogical Suturing, Ubuntu, Nigeria, Necropolitics