Assessing Ethiopian Primary School Second Cycle Social Studies Textbooks for Adequate Reflections of MulticulturalismReport as inadecuate




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Journal of Education and Practice, v8 n10 p117-126 2017

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.

Descriptors: Cultural Pluralism, Social Studies, Elementary Education, Textbook Evaluation, Content Analysis, Gender Issues, Disproportionate Representation, Gender Differences, Multicultural Education, Foreign Countries, Textbook Content

IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP[at]iiste.org; Web site: http://iiste.org/Journals/index.php/JEP





Author: Dejene, Wondifraw

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1825&id=EJ1139775







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