Assessing Ethiopian Primary School Second Cycle Social Studies Textbooks for Adequate Reflections of Multiculturalism

Autor/in	Dejene, Wondifraw
Titel	Assessing Ethiopian Primary School Second Cycle Social Studies Textbooks for Adequate Reflections of Multiculturalism
Quelle	In: Journal of Education and Practice, 8 (2017) 10, S.117-126 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Cultural Pluralism; Social Studies; Elementary Education; Textbook Evaluation; Content Analysis; Gender Issues; Disproportionate Representation; Gender Differences; Multicultural Education; Foreign Countries; Textbook Content; Ethiopia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Gemeinschaftskunde; Elementarunterricht; Inhaltsanalyse; Geschlechterfrage; Geschlechterkonflikt; Multikulturelle Erziehung; Ausland; Lehrbuchtext; Äthiopien
Abstract	The purpose of the study was to evaluate Ethiopian second cycle primary level Social Studies textbooks from multicultural perspectives. To this end, a content analysis research method was employed. The findings revealed that Ethiopian second cycle primary level Social Studies textbooks reflect multiculturalism. However, females were found underrepresented in the textbooks on some gender related characteristics. It was suggested that MoE shall take the problem of gender inequality observed in the textbooks seriously while revising or producing new textbooks in the future. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01