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Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
social sciences
Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context
International Journal of Educational Development, Volume 33, No. 2, Year 2013
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Description
After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy-practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students' textbooks, teachers' guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens. © 2012 Elsevier Ltd.
Authors & Co-Authors
Semela, Tesfaye
Ethiopia, Awassa
Hawassa University
Germany, Bonn
Alexander Von Humboldt-stiftung
Bohl, Thorsten
Germany, Tubingen
Eberhard Karls Universität Tübingen
Kleinknecht, Marc
Germany, Munich
Ludwig-maximilians-universität München
Statistics
Citations: 25
Authors: 3
Affiliations: 4
Identifiers
Doi:
10.1016/j.ijedudev.2012.03.003
ISSN:
07380593
Research Areas
Health System And Policy
Study Design
Cross Sectional Study
Study Approach
Qualitative
Quantitative