Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context

Autor/inn/en	Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc
Titel	Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context
Quelle	In: International Journal of Educational Development, 33 (2013) 2, S.156-164 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.03.003
Schlagwörter	Educational Technology; Cultural Pluralism; Teaching Methods; Content Analysis; Citizenship; Civics; Democracy; Textbooks; Citizenship Education; Social Systems; Authoritarianism; Educational Policy; Educational Practices; Educational Philosophy; Questionnaires; High School Students; Ethical Instruction; Ethiopia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Staatsbürgerschaft; Staatsbürgerkunde; Demokratie; Textbook; Text book; Schulbuch; Lehrbuch; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Social system; Soziales System; Autoritarismus; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethics instruction; Teaching of ethics; Ethikunterricht; Äthiopien
Abstract	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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10