Analyzing first Cycle Primary School Textbooks for Diversity Contents: Its Implication For A Multicultural Reform The Case of Addis Ababa
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Date
2008-07
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Addis Ababa University
Abstract
This study analyzed selection of primary school first cycle Amharic and Social Studies
textbooks for grades 1–4 published in Addis Ababa Administrative Region by means of
both qualitative and quantitative analysis of text and illustrations in order to analyze
their contribution to social cohesion. The purposes of this research were to determine,
whether textbook contents reflect the multiethnic nature of the society, and if
multiculturalism’s principles are observed, i.e. if diversity issues are infused into
textbook contents and, if textbooks effectively contextualize and exploit diversity and
multicultural concerns. Measurable categories were developed for the analysis based on
existing literature.
The findings of the study indicated that textbook contents most portray groups whose
ethnic and cultural background is Undeterminable (Common). Next to the
Common/Undeterminable ethnic category, the Amhara and the Tigraway ethnic groups
are highly visible where as the Oromo and the Gurage are sometimes found to be
underrepresented. Other ethnic groups are very insignificantly mentioned in the contents
of both Amharic and Social Studies textbooks. It was also found out that the number of
pages devoted to diversity and multicultural concerns is very insignificant as compared
to the total pages contained in textbooks and that most contents discussing diversity and
multicultural issues are segregated to specific chapters and subchapters. The study also
revealed that major diversity and multicultural issues are poorly contextualized and
inefficiently exploited.
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Primary School