<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`</p></abstract>

The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banksí (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article.`

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

Assistant Professor at Adama Science and Technology University, Ethiopia and a PhD candidate at the University of Oslo, Department of Education, Sem Salands vei 7, Helga Engís building, 5th floor, P. O. Box: 1092 Blindern, NO-0317 Oslo, Norway

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the...

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

Online veröffentlicht: 12. Sept. 2014

Seitenbereich: 54 - 75

DOI: https://doi.org/10.2478/jtes-2014-0003

Schlüsselwörter
content analysis, multicultural society, representation, secondary education, teacher education curriculum

© by Robsan Margo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula

Online veröffentlicht: 12. Sept. 2014

Seitenbereich: 54 - 75

DOI: https://doi.org/10.2478/jtes-2014-0003

Schlüsselwörtercontent analysis, multicultural society, representation, secondary education, teacher education curriculum

© by Robsan Margo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
content analysis, multicultural society, representation, secondary education, teacher education curriculum