This study examines HBO's Generation Kill (2008) as a contemporary war drama that interrogates the intersection of oil politics, imperial warfare, and the suffering of ordinary people within the Global South. Based on the 2003 United States-led invasion of Iraq, the series moves beyond conventional representations of battlefield heroism to expose the political, economic, and ideological forces that shape modern warfare. The paper argues that oil functions as the invisible catalyst driving military intervention, while civilians become expendable casualties of geopolitical ambitions. Drawing on Postcolonial Theory, Political Economy, and Achille Mbembe's concept of Necropolitics, the study explores how Generation Kill represents violence, occupation, propaganda, and the dehumanization of resource-rich societies. It further extends the analysis to Africa by comparing Iraq's wartime experiences with the realities of oil-producing communities in the Niger Delta and other conflict-ridden regions where resource wealth has generated militarization, environmental degradation, and mass displacement. The study adopts a qualitative textual analysis of selected episodes, characters, dialogues, and visual symbolism to demonstrate how contemporary television drama critiques the relationship between petroleum interests and global power. It concludes that Generation Kill transforms the Iraq War into a broader postcolonial narrative whose echoes resonate across Africa, revealing war as both a military conflict and an instrument of economic domination and social dispossession.

This study examines the willingness of teachers and students to adopt the English-only instruction method in public secondary schools in the Western Senatorial Zone of Zamfara State, Nigeria. The study is motivated by concerns about the effectiveness of English-only instruction in a multilingual environment where many learners have limited exposure to English outside the classroom. A mixed-methods research design was adopted, involving two hundred (200) students and twenty (20) teachers selected from twenty (20) public secondary schools, comprising ten (10) rural and ten (10) urban schools. Data were collected through questionnaires containing closed-ended questions and opportunities for respondents to provide reasons for their responses. The quantitative data were analysed using frequencies and percentages, while the qualitative responses were examined thematically. The findings show that students recorded 1,399 “yes” responses compared with 640 “no” responses, while teachers recorded 208 “yes” responses compared with 147 “no” responses. The findings therefore indicate a generally positive attitude towards English-only instruction among the respondents. However, the responses also reveal challenges relating to students’ comprehension, limited English proficiency, inadequate teacher training, insufficient instructional materials, and the need for alternative teaching strategies. The study concludes that although English-only instruction is generally supported by teachers and students, its effective implementation requires adequate pedagogical support and sensitivity to learners’ linguistic backgrounds. It recommends regular teacher training, provision of adequate teaching and learning materials, and appropriate instructional strategies to support students with different levels of English proficiency.