Homo economicus and the developmentalist state. Controversies over Citizenship Education in Ethiopia.

Autor/in	Riggan, Jennifer
Titel	Homo economicus and the developmentalist state. Controversies over Citizenship Education in Ethiopia.
Quelle	In: Tertium comparationis, 26 (2020) 2, S. 131-137Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1434-1697
DOI	10.25656/01:25334
URN	urn:nbn:de:0111-pedocs-253347
Schlagwörter	Bildung; Staatsbürgerliche Erziehung; Unterrichtsbeobachtung; Curriculum; Unterrichtsinhalt; Ethikunterricht; Entwicklungsland; Politische Bildung; Wertorientierung; Ökonomie; Tradition; Vignette (Methode); Äthiopien
Abstract	The author analyzes a classroom observation of a lesson on traditional versus modern practices of saving money, given in the context of Ethiopia's Civic and Ethical Education (CEE) program. This program's curriculum was central to Ethiopia's post-1991 nation-building project and is in many respects a blueprint for a particular notion of citizenship and personhood, and for relationships between Ethiopians, their nation, and the world. This vignette unveils the deeply controversial nature of the lesson's content and juxtaposes this with the lack of debate encouraged in the classroom. It shows how the CEE curriculum espouses a set of financial priorities here that may be unrealistic for students on the one hand, and antithetical to their religious, community and cultural values on the other. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1