The Status of Multicultural Perspectives In Curriculum Material Development For Rimary Education In Oromia
| dc.contributor.advisor | Fereja, Temesgen (PhD) | |
| dc.contributor.author | H/Gebriel, Daniel | |
| dc.date.accessioned | 2018-08-10T08:03:18Z | |
| dc.date.accessioned | 2023-11-05T09:04:20Z | |
| dc.date.available | 2018-08-10T08:03:18Z | |
| dc.date.available | 2023-11-05T09:04:20Z | |
| dc.date.issued | 2008-07 | |
| dc.description.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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11547 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababauniversity | en_US |
| dc.subject | Curriculum Material Development | en_US |
| dc.title | The Status of Multicultural Perspectives In Curriculum Material Development For Rimary Education In Oromia | en_US |
| dc.type | Thesis | en_US |