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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive
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Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System
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Abstract:
This research, using critical qualitative research methods, explores the conceptualization and impact of multiculturalism within the Ethiopian education context. The essence of multiculturalism is to develop harmonious coexistence among people from diverse ethnic, social and cultural backgrounds. The current Ethiopian regime has used the ethnic federalism policy to restructure Ethiopia’s geopolitical, social and education policies along ethnic and linguistic lines. The official discourse of Ethiopian ethnic federalism and multicultural policies has emphasized the liberal values of diversity, tolerance, and recognition of minority groups. However, its application has resulted in negative ethnicity and social conflicts among different ethnic groups. Two universities, one in Oromia and another in Southern Nations, Nationalities and People’s (SNNP) region, were selected using purposive sampling for this study. Document analysis and in-depth interviews were used to collect data from ten professors, ten students and three curricular experts. The findings of this study revealed that Ethiopian multiculturalism has stemmed from the ethnic federalism political system; however, participants’ conceptualizations ranged from unity to division and difference to allegiance. Data further revealed that the impact of multiculturalism in the Ethiopian education system has involved mother tongue usage, quality of education, lack of leadership and foreign policy, while the impact on inter-ethnic relationships includes the declining social cohesion, the rise of ‘narrow nationalism’ and the implication of ethnic conflicts. This study discusses the effects the politics on language use, the declining quality of education and policy transfer all have within the Ethiopian education system. In addition, the study addresses the proliferation of negative ethnicity and the path to genocide. Finally, it makes recommendations to educators and policy makers to improve the education system as well as provide an environment to cultivate ethnic harmonious coexistence. ; Ph.D. ; 2018-06-23 00:00:00
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Keyword:
0727; Critical Multiculturalism; Diversity; Ethiopia; Ethnic Conflict; Ethnic Federalism; Multicultural Policy
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URL: http://hdl.handle.net/1807/89049
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Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners
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(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
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What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India
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Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada
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Writing Affect: Aesthetic Space, Contemplative Practice and the Self
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Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto
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La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners
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Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education
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Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach
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Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives
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Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English
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