Tule, Thomas (2014) Representation of Diversity Issues of the SNNPR in Grade 10 Textbooks: A Content Analysis. Masters thesis, Addis Ababa University.
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Abstract
The purposes of this study was to analyze the contents of textbooks in general secondary of Ethiopia vis-a-vis the multicultural nature of the people living in the Southern Nations ,Nationalities and Peoples Regional State of Ethiopia. Specially, the study focused on the analysis of Ethiopia. Specially, the study focused on the analysis of the contents in grade 10 Amharic, Civics and Ethical Education and History textbooks whether they reflect the cultural diversity of the ethnic groups living in the SNNPR with respect to the contributor’s approach of multicultural education. Moreover, the contents in the textbooks are analyzed in terms of diversity issues, including material culture, non material culture, gender, disability and religion. Two coders who have knowledge about the cultural diversities of the SNNP were used. The coders took training on the three guidelines to code the contents in a textbooks and the interceding reliability was found to be 0.88 during the practice on the three guide lines used. The findings of the study indicated that textbooks contents mostly portray groups whose ethnic and cultural background is Other Ethiopian Category. The culture of the ethnic groups living in SNNPR inadequately and insufficiently represented in the contents of both Amharic and History textbooks. However, the cultural diversities of the region have been better represented in the contents of Civics and Ethical Education textbooks. It was also founded that large number of contents deals with religious massages. Nevertheless, contents in History and Amharic that deal with religious issues mainly focused on Orthodox Christianity, followed by Islam. With regards to gender, male’s representation still dominates the contents. Furthermore, issues related to persons with disabilities have been hardly represented particularly in Amharic and History. Therefore, textbooks writer need to reconsider the inclusion of cultural diversities of the people living in the SNNPR. Moreover, to narrow the gap in representation, classroom teachers need to compensate the knowledge gap identified in this regarding through reconsidering and relating the curriculum to the people of SNNPR when needed.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Africana |
| Depositing User: | Emmanuel Ndorimana |
| Date Deposited: | 02 Aug 2018 08:48 |
| Last Modified: | 02 Aug 2018 08:48 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/8271 |
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