Indigenising the Curricula in Ethiopia from a Gamo Ethnic Group Perspective: The Case of Constitutional, Policy and Strategy Provisions

Yishak, D. M.; Gumbo, Mishack Thiza

doi:10.5901/mjss.2014.v5n10p185

Cited by 4 publications

(4 citation statements)

References 31 publications

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“…Applying the Wantok system in social work teaching, learning and assessment, and particularly in fieldwork, could potentially undermine professional social work education and practice standards (IFSW, 2005), because it is often done in secrecy unless it is an open act of helping. Such collective and kinship practices are also evident in other contexts where local cultures have been shown to have a significant effect on the education and practice of social work (Clark & Drolet, 2014;Gray, Kreitzer, & Mupedziswa, 2014;Kreitzer, 2012;Yishak & Gumbo, 2014).…”

Section: Original Articlementioning

confidence: 94%

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Lawihin

2019

ANZSWJ

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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.

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Section: Original Articlementioning

confidence: 94%

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Lawihin

2019

ANZSWJ

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“…Insights from ethnicity and gender (Yishak 2014). We co-published a book chapter titled Multicultural teacher education: A tale of teacher education programme from Ethiopia (Yimam and Gumbo 2017), and an article titled A stand-alone, blended or restructured approach to the indigenization of curriculum?…”

Section: The Spatial-cultural Connotations Of African Philosophymentioning

confidence: 99%

In defence of African philosophy

Gumbo

2024

SAJHE

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The aim of this article is to defend African philosophy in its singularity, as opposed to African philosophies in its plurality. African philosophy argues that there are recognisable common traits among Africans, whereas African philosophies as a concept counters this notion, claiming that Africans hold different philosophies, hence generalising about them is impossible. The existence of African philosophy is a contested terrain sparked by colonialism. Failure to defend African philosophy is a recipe for perpetuating the thinking that African indigenes do not have a philosophy. There is also a risk that their worldview could be lost in globalisation and internationalisation. My reaction is mainly inspired by Davison (Davison, Z. 2022. African philosophy: A nebulous label for demeaning indigenous philosophies of people of Africa. Journal of Philosophy and Culture 10(1): 1–9), who refutes the notion of African philosophy but supports African philosophies. In this article, I draw from the existing literature on African philosophy mainly contributed by higher-education-based scholars, including those in the Diaspora. The concepts of philosophy and African are critical; I describe them to advance my argument. I then tackle critical issues surrounding African philosophy, such as the nebulousness of the concept, the historical-political and spatial-cultural connotations, and modernist and postmodernist lenses applied to Africans. Most importantly, I provide examples of common traits among Africans to support my defence of the concept. My conclusion is that African philosophy does exist and is defendable. The article contributes to the African philosophy versus African philosophies debate; this is also important for learning and conducting research about African philosophy in higher education. African scholars should not be blind to the commonalities identifiable in African worldviews that can be used to defend African philosophy.

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“…In addition, unlike traditional pedagogy that emphasizes the use of teaching materials that reflect only the values and priorities of the dominant group as a strategy to effectively suppressing the perspectives of culturally diverse students (Apple, 2004;Egne, 2014;Yishak & Gumbo, 2014); progressive pedagogy emphasizes collaborative inquiry and the construction of meaning as a core principle in students' academic development (Cummins, 2000). Any focus on issues of societal problems is limited to helping the learners to understand the realities without doing any attempt to challenge and thereby change the situation.…”

Section: Conceptual Framework For the Studymentioning

confidence: 99%

Untitled

2022

AJE

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Reviewers' BoardClick Here v President's Message All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes properEnglish. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the second of the ninth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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Indigenising the Curricula in Ethiopia from a Gamo Ethnic Group Perspective: The Case of Constitutional, Policy and Strategy Provisions

Cited by 4 publications

References 31 publications

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

In defence of African philosophy

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