Keywords:
Ethiopia
multicultural education
challenges
opportunities

  • Abstract

    This study assessed the implementation of multicultural education in Ethiopian public universities. Using a qualitative holistic case study design, faculty members were selected from Dire Dawa University and Haramaya University using purposive sampling to participate in the study. In addition to interviews, document reviews, and observation were used to collect data. The findings revealed that the implementation of multicultural curricula is at a very low level. Among the major challenges to the implementation of multicultural education are inadequate resources, prejudiced attitudes towards diversity, curriculum politicization, and institutional fragility.  Nonetheless, the data analysis also revealed that there are potential opportunities for effective implementation, namely the university's nature, multicultural education courses, guidelines, cultural events, co-curricular activities, and intergroup discussions, all of which offer promising prospects. Faculty members' insight can promote multicultural education by leveraging identified prospects, employing strategic approaches, and embracing culturally responsive pedagogy. Further study is recommended for broader context and generalizability.

  • References

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    140. Hollins, E.R.(2015).Culture in school learning. New York: London.Doi 10.4324/9781315813615
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    142. Salamon,M. and Tadge, T. (2019).The Ethiopian curriculum development and Implementations vis-a-vis Schwab's signs of crisis in the curriculum. Cogent Education 6 (1):1-16. http://dx.doi.org/10.1080/2331186X.2019.1633147
    143. Saldaña, J. (2016) .The coding manual for qualitative researchers (3rd edition.). London https://scholar.google.com/scholar?q=Salda%C3%B1a,+J.+(2016)
    144. Semela, T.( 2014). Teacher preparation in Ethiopia: A critical analysis of reforms. Journal of Education, 44(1), 113-145 .DOI: 10.1080/0305764X.2013.860080
    145. Seyoum, Y. and Amdemeskel, Y. (2016).The determinant of adult education program: A critical analysis of adult education in some selected training centers of eastern regions. Humaniora,7(4), 545-554. http://dx.doi.org/10.21512/humaniora.v7i4.3607
    146. St. Mary’s college.(2005).Module of curriculum studies. Addis Ababa. http://repository.smuc.edu.et/handle/123456789/15/browse?type=title&sort
    147. Tilahun , B .(2007). Managing of conflict on compass among student of diverseA. MulticulturalPerspective the case of Bahidar University, MA. Thesis. A.A.U.University, Addis Ababa, Ethiopia.N/A
    148. Yirgalem .A.(2017).Explores primary school teachers’ multicultural competence and its correlate . African Journal of educational Research .5(3), 194-199. https://www.researchgate.net/publication/320711435_Exploring
    149. Abeya .G. and Frew ,A.(2016). An assessment of organizational multicultural Competences of Ethiopian public universities.
    150. Ethiop. J. Educ. & Sc,12 (1),23-42.http://dx.doi.org/10.19044/esj.2016.v12n10p387
    151. Alanay, H. and Aydin, H.(2016).Multicultural education: The challenges and attitudes of Undergraduate students in Turkey.
    152. Education and Science, 41 (84), 169-191.http://dx.doi.org/10.15390/EB.2016.6146.
    153. Alismail Halah .(2016).Multicultural education, teachers’ perceptions and preparation.Journal of Education and Practice,7(11),139-143.https://www.semanticscholar.org/paper/Multicultural-Education%253A-Teachers'-Perceptions
    154. Ambissa,K. (2010). Education and diversity: Pupils perceptions of‘othersand curricular responses at selected sites in Ethiopia. The Ethiopian Journal of Education, 30 (1),23-50. http://ejol.ethernet.edu.et/index.php/EJE/article/view/170/143
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    157. division of Simonandschuster, Inc.https://books.google.com.et/books/about/Multiethnic_Education.html?id=6iS
    158. Banks, J. A. (2016). An introduction to multicultural education (5th ed.). Upper Saddle River.NJ:PearsonEducation, Inc. https://scholar.google.com/scholar?as_ylo=2019&q=Banks
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    162. Burke,J. (2014).Educational research quantitative, qualitative, and mixed approaches,(5th
    163. edition.).University of South Alabama .
    164. Creswell,J.W. and cresswell,D,J.(2018). Research design; qualitative, quantative, and mixed
    165. methods approches.sage publications.
    166. Debela, T.(2020).Current practices of Ethiopian educational from multicultural perspectives.
    167. International Journal of Education and literacy studies, 8(3),34-39. https://doi.org/10.7575/aiac.ijels.v.8n.3p.01
    168. Debela,T. and Gaddisa, B.(2021).Implementation of multicultural education literacy in Harari government secondary school .International Journal of Education and literacy studies,9(4),172-182.http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.17
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Tezera, D., & Seyoum , Y. (2024). Opportunities and challenges of multicultural education in Ethiopian public universities . Humanities Journal, 1(2), 2024008. https://doi.org/10.31893/humanitj.2024008
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