The Status of Multicultural Perspectives In Curriculum Material Development For Rimary Education In Oromia
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Date
2008-07
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Addis Ababauniversity
Abstract
The purpose of this study was to investigate into the multicultural perspectives in developing
curriculum materials for primary education in Oromia. Descriptive survey and particularly
content analysis has been used to see the extent of treatment of diversity in the textbooks. The
sources of data included all curriculum developers including the department head (n=JJ) and
curriculum materials (textbooks n=JJ and teacher guide=J). A questionnaire consisting of
closed and open-ended items and a semi-structured interview were administered to the
curriculum developers and the department head respectively. Four types of coding sheets were
used for the analysis of multicultural contents. Tables, graphs and charts used to present data
whenever appropriate. Percentages, means and standard deviations were used for the analysis of
quantitative data and the qualitative data were narrated and used to substantiate the quantitative
data. The results of the study indicated that the curriculum developers lack training needed to
develop inclusive multicultural curriculum. On the other hand, it was found that the curriculum
developers are comfortable with the treatment of multicultural contents in the curriculum
materials. However, the evidences on the current practices revealed that no particular
approaches, guidelines or strategies have been used for the inclusion of multicultural contents
although some encouraging trends observed. The results also showed that there exist
considerable challenges that should be coped with as far as developing multicultural curriculum
material development is concerned. The content analysis result showed that (a) cultural diversity
messages were portrayed in most subjects of upper primary education under the study; (b)
Religious diversity messages were portrayed in four textbooks; (c) Gender characters are found
to be male biased; and (d) Disability issues were very rare in the textbooks. Therefore, the above
major results have implications for adequate in-service training programs for curriculum
developers, and for the development and utilization of clear guidelines and approaches.
Collaborative research works on diversity issues and partiCipation of all the potential
stakeholders in' contributing to the inclusiveness of the curriculum are also equally important
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Keywords
Curriculum Material Development