Multicultural Education: Teachers' Perceptions in Hosanna College of Education, Southern Nations, Nationalities, and Peoples' Region (SNNPR), Ethiopia

Autor/inn/en	Degaga, Tesfaye Limoreo; Mekuria, Yilfashewa Seyoum
Titel	Multicultural Education: Teachers' Perceptions in Hosanna College of Education, Southern Nations, Nationalities, and Peoples' Region (SNNPR), Ethiopia
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2184916 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2184916
Schlagwörter	Case Studies; Multicultural Education; Teacher Attitudes; College Faculty; Teacher Education Programs; Student Diversity; Cultural Pluralism; Cultural Awareness; Peace; Student Motivation; Strategic Planning; College Administration; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Multikulturelle Erziehung; Lehrerverhalten; Fakultät; Kulturpluralismus; Cultural identity; Kulturelle Identität; Frieden; Schulische Motivation; Strategy; Planning; Strategie; Planung; College administrators; Hochschulverwaltung; Ausland; Äthiopien
Abstract	This study was intended to explore how the perceptions of teachers affect multicultural education (MCE) in diversified classrooms at Hosanna College of Education. A descriptive textual narration with a qualitative case study and purposive sampling research design were employed in this study. Semi-structured interviews and document analysis were used to collect data. The respondents were teachers at Hosanna College of Education. The findings confirmed that the perceptions of teachers were positive toward the teaching of a diverse student population. This is to say that it was evident that teachers felt a desire to provide experiences for their students to help them understand cultural diversity. Inevitably, the study acknowledged that MCE is crucial for nation-wide integration through peace building and sustaining progressive development. However, teachers had no sufficient skills and motivation to investigate studies to encourage and promote MCE because of the reluctant commitment of the College administration. Due to the absence of a strategic plan and a lack of purposeful preparation and content selection for the modular curriculum, the dimensions of MCE were not applied and incorporated into the curriculum as required. As MCE and diversity are not yet meaningfully implemented, it is recommended that teachers, regional education bureaus, policymakers, and the MoE should play a decisive role in efficiently enhancing diversity and tackle the acute problems related to MCE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01